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GreatSchools Rating

Dixon High School

Public | 9-12

 
 

Living in Dixon

Situated in a suburban neighborhood. The median home value is $220,000. The average monthly rent for a 2 bedroom apartment is $1,120.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 4 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted June 16, 2014

I was a student here and graduated from DHS a couple years ago. My time here could have been better, but I made the most of what I could. in terms of academics, the school as a whole doesn't do too well. The average student graduates here with around a 2.5 GPA. This is not due to the administration being sub-par as a whole, but because much of the student population does not try to the best of their ability. There are the "AP/Honors" group of kids every year that get very high marks academically, but this makes up 10-15% of each class. Many of the students just float by day to day, not trying. This could be because that DHS allows students to graduate with Ds on their transcript, but this is only speculation. There are plenty of AP courses offered and are fairly easy to get into, and are straight forward when it comes to getting high marks. One thing that DHS does do right is its independent studies program. A student a part of this program can take community college classes for both high school and college credits. Be warned though, only self motivated students usually do well with this route. Overall, DHS is a decent high school and I'm proud to have gone here.


Posted May 26, 2013

I'm really glad the classy person who wrote the previous review could afford to send his/her kids to private school instead of Dixon's "stinky schools"--although, if that person doesn't have kids at Dixon High, I'm not sure why that person felt qualified to leave a review. You get out of an education what you put into it. Yes, some kids struggle at DHS and barely scrape by, but many others flourish, and every year Dixon grads head off to top universities and walk away with scholarships for all kinds of achievement--academic, athletic, music, etc. While there are always exceptions, in general I have found the staff and administration at DHS to be full of hard-working, dedicated individuals who do a great job balancing the top performers, the under-achievers, and all the students in between. And unlike the situation at many high schools across the nation, DHS students and staff do not come to school every day afraid of being shot or stabbed. It is a safe environment where individuals are free to be individuals, and flourish or fail as they so choose. Considering the diverse population at DHS, the staff and admins do a great job.


Posted November 8, 2012

Just so happy I can afford to send my child to private schools;). Small town with stinky schools....
—Submitted by a parent


Posted March 9, 2012

I have had family members graduate from Dixon High since 1934. I have to say this is the worst principal ever! Mr. Barsotti needs to be removed. If Mr. Barsotti is principal next year my child will not be returning. I can not give the Principal 1 star.
—Submitted by a parent


Posted February 23, 2012

I really pains me, but I have to say that I agree with the 1-18-2012 post. The administration and teacher are very unresonsive. The do start off each year preaching excellence, but have zero follow through. The staff rarely if ever call you back. Their homelink homework tracking system is not maintained with enough regularity to be useful. The software is actually quite robust, but all of my childs teacher fail to use it. I have always been a strong believer and supporter of the public school system. However, we may be better off as a community disolving our school district and sending our children to a new by town. It sounds rather draconian, but the apathy within the school distict endemic and may not be salvagable.
—Submitted by a parent


Posted January 18, 2012

This high school is all about mediocrity. The administration is all talk about setting high standards and does very little to achieve it. Unless they make many positive changes in the next couple years I'm not letting my kids attend this high school.
—Submitted by a parent


Posted May 26, 2010

Wait one minute. You are actually giving the high school a low rating because the teachers are great? How would uninvolved parents be another parent's problem? How is that the school's fault? My son had a great 4 years at DHS and is attending a great university.
—Submitted by a parent


Posted May 25, 2010

Beware. More than 75% of DHS grads do not meet CSU or UC minimum coarse requirements meaning DHS grads are not eligible to even fill out the admission application. Thats shameful. Meanwhile 8 miles down the road, Davis HS will graduate more then 75% who do meet those CSU/UC minimum coarse requirements. Why the disparity? Because Dixon HS has way too many kids graduating with D's and F's on their records and Cal State Sac wont take a D. Dixon High has way too many kids who underperform because parents are not involved. Dixon High teachers are great. They enable. It's the parents who allow their kids to be underachievers. Careful who you surround yourself with and the company you keep. Parents need to pay more attention and enforce passing grades in every class. Take the iPODS and cell phones away.
—Submitted by a parent


Posted March 30, 2010

Dixon High School of old is no longer Dixon High. The new campus, the new administration had done many positive changes and hold students accountable. Athletics are doing great, students are participating more in sports and clubs. My son and daughter are very happy at DHS. Princpal Chaidez is hard working and cares about his students and staff. I would disagree that he is out of touch with students. He is highly involved and has high expectations that I can see. Thank you DHS!
—Submitted by a parent


Posted March 30, 2010

This past Saturday we had our 1st annual Beautification Day and there were over 200 students at DHS to clean and make our campus look better. It was cool. The DJ played good music and our school looks way better now. This was a great idea by our Principal. Dixon High is also really good at sports and our swimming teams are really good. This year we had Waterpolo for the first time and we won the league championship. I was glad to be part of the team. Dixon High Rocks and is the place to be. Go RAMS!
—Submitted by a student


Posted March 23, 2010

Very hit and miss with staff/teachers but over all good school. The lack of connection between staff and student has caused an atmosphere 'almost like a jail' a lot of students say. The new campus (moved in 2007) brought in a negative change and negative attutudes.
—Submitted by a student


Posted October 4, 2009

Why do you love Dixon High School? Has a great small-town atmosphere and lots of school spirit.
—Submitted by a parent


Posted November 10, 2008

Although there are some harsh critics of this school, its staff and its adminstration, we recently received a 6 year accreditation through WASC. This hardly ever happens, so we must be doing something right. Of course, people will always complain, but I will tell you, there is not an overabundance of parental involvement at this school. We have a beautiful new campus, a hard working staff and an administration team that gets things done. Even with all of the financial problems in Dixon (I would easily be making 10% more at any of the other area schools), I am proud to work in Dixon. I hope, as we continue to work through this difficult economic time, that the community of Dixon will come together to support its most important resource: its kids!
—Submitted by a teacher


Posted September 9, 2008

Not horrible, not great... Every school has its issues. There are good teachers, and there are some really bad ones. Personally, I feel the principal (Chaidez) is out of touch with much of the student body. However, being the spouse of someone who has taught at several other high schools in California, I can tell you that this school is probably less violent than most, and if you put a lot into your educational experience, you'll be able to draw a lot out.


Posted April 5, 2008

The new building is very attractive, the theater is amazing, but the district has seriously mismanaged the finances and all the schools are suffering as a result.
—Submitted by a parent


Posted February 15, 2008

Dixon has a brand new High School. With all the perks including a wonderful new theater. The staff is outstanding and always willing to go that extra mile to help your children.
—Submitted by a parent


Posted January 11, 2007

I attend this school, and I would never recommend someone send their child here. The teachers are horrible, the principal is way out of touch, and the school is crawling with some of the meanest students in CA. The school does nothing to help their students with issues including conflict with other students and teachers, and the tardy policy is ridiculous. I would do anything to transfer out of this school. The clubs are a joke and school spirit is nonexistant.
—Submitted by a student


Posted April 29, 2006

The high school structure is very old and terribly outdated. The faculty is average. I feel the largest hinderence to a proper education is the continual accomodation of bi-lingual education.
—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

739

Change from
2012 to 2013

-13

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

739

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

-13

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)

5 / 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)

2 / 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.

116 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
30%

2011

 
 
20%

2010

 
 
18%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

90 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
71%

2010

 
 
75%
Earth Science

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

172 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
26%

2011

 
 
19%

2010

 
 
19%
English Language Arts

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

277 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
54%

2011

 
 
59%

2010

 
 
61%
General Mathematics (Grades 6 & 7 Standards)

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

55 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
10%

2011

 
 
8%

2010

 
 
14%
Geometry

The state average for Geometry was 45% in 2013.

105 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
82%

2011

 
 
51%

2010

 
 
31%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

65 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
0%

2011

 
 
3%

2010

 
 
7%
Algebra II

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

78 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
32%

2011

 
 
38%

2010

 
 
33%
Biology/Life Sciences

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

181 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
26%

2011

 
 
36%

2010

 
 
38%
Chemistry

The state average for Chemistry was 46% in 2013.

101 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
42%

2011

 
 
47%

2010

 
 
38%
Earth Science

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

14 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
6%

2011

 
 
12%

2010

 
 
19%
English Language Arts

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

301 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
50%

2011

 
 
48%

2010

 
 
55%
Geometry

The state average for Geometry was 15% in 2013.

147 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
15%

2011

 
 
13%

2010

 
 
18%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

304 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
54%

2011

 
 
49%

2010

 
 
51%
World History

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

304 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
48%

2011

 
 
42%

2010

 
 
47%
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.

20 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
7%

2011

 
 
0%

2010

 
 
0%
Algebra II

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

137 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
15%

2011

 
 
13%

2010

 
 
9%
Biology/Life Sciences

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

138 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
58%

2011

 
 
51%

2010

 
 
42%
Chemistry

The state average for Chemistry was 32% in 2013.

80 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
10%

2011

 
 
14%

2010

 
 
15%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
8%

2010

 
 
11%
English Language Arts

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

258 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
48%

2011

 
 
48%

2010

 
 
41%
Geometry

The state average for Geometry was 8% in 2013.

46 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
2%

2011

 
 
6%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

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

53 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
50%

2011

 
 
43%

2010

 
 
45%
Physics

The state average for Physics was 58% in 2013.

21 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
9%

2011

 
 
20%

2010

 
 
19%
U.S. History

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

263 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
47%

2011

 
 
49%

2010

 
 
40%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
50%

2010

 
 
30%
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 Students15%
Females16%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged13%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)18%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

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
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

Biology/Life Sciences

All Students75%
Females79%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged56%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)68%
Parent education - college graduate70%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Earth Science

All Students30%
Females21%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged26%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability30%
English learner5%
Fluent-English proficient and English only34%
Migrant education7%
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)40%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

English Language Arts

All Students62%
Females70%
Males54%
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged52%
Non-economically disadvantaged72%
Students with disability18%
Students with no reported disability63%
English learner7%
Fluent-English proficient and English only68%
Migrant education21%
Gifted and talented100%
Parent education - not a high school graduate56%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate72%
Parent education - graduate school/post graduate81%
Parent education - declined to state42%

General Mathematics (Grades 6 & 7 Standards)

All Students7%
Females6%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged6%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability9%
English learner0%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students53%
Females52%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged42%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)52%
Parent education - college graduate53%
Parent education - graduate school/post graduate59%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students5%
Females5%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged3%
Non-economically disadvantaged7%
Students with disability8%
Students with no reported disability4%
English learner6%
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 graduate0%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students53%
Females43%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged48%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)63%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students21%
Females20%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged16%
Non-economically disadvantaged30%
Students with disability8%
Students with no reported disability22%
English learner0%
Fluent-English proficient and English only25%
Migrant education6%
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)26%
Parent education - college graduate53%
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

Chemistry

All Students50%
Females38%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged45%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students7%
Femalesn/a
Males0%
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 Students45%
Females47%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged34%
Non-economically disadvantaged56%
Students with disability16%
Students with no reported disability47%
English learner0%
Fluent-English proficient and English only51%
Migrant education25%
Gifted and talented95%
Parent education - not a high school graduate36%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)41%
Parent education - college graduate63%
Parent education - graduate school/post graduate60%
Parent education - declined to state53%

Geometry

All Students11%
Females14%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged9%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability10%
English learner7%
Fluent-English proficient and English only11%
Migrant education8%
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)10%
Parent education - college graduate16%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

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

Science

All Students50%
Females49%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged37%
Non-economically disadvantaged63%
Students with disability14%
Students with no reported disability52%
English learner8%
Fluent-English proficient and English only55%
Migrant education28%
Gifted and talented95%
Parent education - not a high school graduate31%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)49%
Parent education - college graduate78%
Parent education - graduate school/post graduate70%
Parent education - declined to state47%

World History

All Students43%
Females39%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged32%
Non-economically disadvantaged54%
Students with disability9%
Students with no reported disability46%
English learner8%
Fluent-English proficient and English only48%
Migrant education24%
Gifted and talented90%
Parent education - not a high school graduate31%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)43%
Parent education - college graduate59%
Parent education - graduate school/post graduate70%
Parent education - declined to state53%
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 Students0%
Femalesn/a
Males0%
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
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 Students16%
Females11%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged17%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduate0%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)25%
Parent education - college graduate4%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Biology/Life Sciences

All Students44%
Females48%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged21%
Non-economically disadvantaged59%
Students with disability0%
Students with no reported disability48%
English learner0%
Fluent-English proficient and English only51%
Migrant education17%
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)48%
Parent education - college graduate58%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Chemistry

All Students11%
Females5%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)11%
Economically disadvantaged9%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)12%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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 Students47%
Females56%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged29%
Non-economically disadvantaged60%
Students with disability0%
Students with no reported disability50%
English learner0%
Fluent-English proficient and English only52%
Migrant education18%
Gifted and talented86%
Parent education - not a high school graduate19%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)48%
Parent education - college graduate56%
Parent education - graduate school/post graduate76%
Parent education - declined to state43%

Geometry

All Students0%
Females0%
Males0%
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)0%
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
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

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

All Students41%
Females31%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantagedn/a
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
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)37%
Parent education - college graduate30%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students38%
Femalesn/a
Males44%
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 disadvantaged33%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students39%
Females38%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged25%
Non-economically disadvantaged48%
Students with disability0%
Students with no reported disability42%
English learner4%
Fluent-English proficient and English only43%
Migrant education17%
Gifted and talented73%
Parent education - not a high school graduate20%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)37%
Parent education - college graduate48%
Parent education - graduate school/post graduate62%
Parent education - declined to state43%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

309 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%

2011

 
 
84%

2010

 
 
88%
Math

The state average for Math was 84% in 2013.

307 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
80%

2011

 
 
84%

2010

 
 
87%
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 Students80%
Females85%
Males76%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to staten/a
Economically disadvantaged71%
Non-economically disadvantaged89%
Economic Status Unknownn/a
Students with disability22%
Tested with modificationsn/a
English learner26%
Language Fluency Unknownn/a
Migrant education46%

Math

All Students84%
Females90%
Males80%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged81%
Non-economically disadvantaged88%
Economic Status Unknownn/a
Students with disability30%
Tested with modificationsn/a
English learner57%
Language Fluency Unknownn/a
Migrant education69%
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 State average
Hispanic 47% 52%
White 44% 26%
Asian or Asian/Pacific Islander 3% 11%
Black 3% 6%
Hawaiian Native/Pacific Islander 1% 1%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 8%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Nick Girimonte
Special schedule
  • Year-round
Fax number
  • (707) 678-9318
School leaders can update this information here.

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555 College Way
Dixon, CA 95620
Phone: (707) 693-6330

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