GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Warren High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
I felt my child was safe there and had very good teachers, along with getting a good start for college.
—Submitted by a parent
It is an awesome school for the kids with awesome teachers!
—Submitted by a parent
As a current student at Warren, I do see that it offers a lot in the form of academics and extracurricular activities. Clubs are varied and generally exciting. There are problems, but unlike other reviewrs have mentioned, it's very unlikely that they are caused by kids on permits. They have to maintain good grades to even stay in this district, and kids with goods grades tend to be good citizens as well. It's logic!
—Submitted by a student
As a parent, I feel this school puts a lot of effort in making sure all 3,000 students are protected on and off campus.
—Submitted by a parent
i think that warren high school is a great school with exceptional teachers and students
—Submitted by a student
I am a current senior. I have went to 5 schools throughout high school. Two being private, another a rich school up north and two other public schools. When I first started Warren in September I must say they were unorganized and crowed. After we came back from Christmas break the hallways that were closed due to construction were opened and 2 new bathrooms were opened up for us, Making our life so much easier. Yes Warren has problems like everyother school, but 90% of them come from the kids on contract. Warren is a great school to go to- very spirited and friendly orientated and you get your work done as well. I would send my kids there one day as well.
—Submitted by a student
I am currently a Senior at Warren and have been going here for all four years of High School. I am very happy with having gone to this school. I have gotten an excellent education here, and am glad that I decided to continue going to this school even when I moved out of the district. There are ample opportunities to get involved, and this year the ASB has been great about trying to spread school spirit. The teachers are really great too. The A.P. U.S. History teacher Mr. Hobbs, is awesome. He really knew what he was saying and did a good job preparing his A.P. classes for the A.P. test. Also, the A.P. Statistics/ Honors Physics teacher, Mr. Yamasaki, is one of the best. Make sure that you get one of these guys while at Warren. This school can be great, really, it's just what you make of it.
—Submitted by a student
Yes, I went to Warren and graduated in 05, its a very good school, the teachers are great. I also have a younger sister who will be going there next year and and she is so happy she is going to Warren. I think i had the best 4 years of my life at Warren. and i dont agree with all the other reviews
—Submitted by a student
Yes, I went to this school and graduated in 07. It's very good and has very good teachers
—Submitted by a student
I attended warren last year. I graduated with my GED and got out early because I thought it was so poor and to pursuit a career and college early. I agree with most of the reviews. I'm speaking with experience of a student from 2003-2007. The school is highly over crowded. Many of the restrooms have to be locked up due to graffiti and illegal drug usage, which kinda stunk for the student who just wanted to get through the day and use the facilities closest to his/her classroom. Many of the classrooms are out-dated, and instead of building newer classrooms, they place trailer classrooms on the old parking lots. If you can afford it, send your student to a private school. Otherwise, you're stuck like I was.
—Submitted by a former student
I attended Warren High 20 years ago and much of the building structure is still the same, not much has changed. I understand Downey Unified was once a very prestigous district but Warren brings it to below average. My daughter now attends and is always complaining over the lack of organization of certain teachers. I went to the counselor for this and did not receive a satisfactory answer nor was my issue resolved. I remember Warren being the cream of the crop back in the day, now it's just crop.
—Submitted by a parent
Warren is better than Downey High if you ask me. Downey is overpopulated and their facilities are not as great. Warren provides just about as many AP courses as does Downey.
—Submitted by a student
We are in the process of remodeling but our stadium and adminstration office is done.
—Submitted by a teacher
The school is very over crowed.The students can't even have the same lunch period. If this has to be done please put the same grades with each other. I do think you should open another High School. I have two girls at Warren and they don't like the school very much. Both girls attendant Griffiths Middle School and had great experience there.They have stated several times that Warren High School is just to over crowed and wish they could attend another high school. Also, I have a son that is attending Griffith Middle School and I won't be sending him to Warren High School due to the over crowing.
—Submitted by a parent
This school is over crowed. Too many students. They might want think about opening another High School in the area. Cut back on Ditching and getting better grades and focusing in on the students more.
—Submitted by Cassie, a former student
Both of my boys will be attending Warren in the near future and I'll be honest.. after seeing the over-crowding and mediocre student body at West Middle School and after reading these reviews, I'm worried.
—Submitted by a parent
Warren has slowly fallen into the the pit of many urban schools--discipline has become the top prioirty not education. The principal blindly pretends that the school is worthy of a distinguished award all the while every ounce of facuty energy is expended trying to maintain a basic level of literacy for its low-socio economic students. It is an abysmal school and I am taking my daughter out of it.
—Submitted by a former student
Great schools bend backwards to accomodate parent concerns and requests. Warren still has a way to go in this regard. Most teachers at Warren are average. Some of the better & more experieced teachers are somewhat distant and out of touch. Counselors are sensitive are responsive but overworked--will address needs if you're determined as a parent. We're pulling for you Warren....but you have a ways to go.
—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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
505 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
523 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
392 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
940 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
406 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
249 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
253 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
478 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
251 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
922 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
379 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
938 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
966 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
256 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
269 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
845 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
289 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
889 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 19% |
| Females | 19% |
| Males | 18% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 17% |
| Students with disability | 8% |
| Students with no reported disability | 20% |
| English learner | 6% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | 13% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 66% |
| Males | 82% |
| African American | 73% |
| Asian | 81% |
| Filipino | 91% |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 33% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 35% |
| Males | 43% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 47% |
| Students with disability | 20% |
| Students with no reported disability | 44% |
| English learner | 18% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 63% |
| Males | 56% |
| African American | 55% |
| Asian | 68% |
| Filipino | 80% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 62% |
| Students with disability | 19% |
| Students with no reported disability | 62% |
| English learner | 12% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | n/a |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 4% |
| Students with no reported disability | n/a |
| English learner | 0% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 41% |
| Males | 46% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 18% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 13% |
| Females | 12% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 12% |
| Students with disability | 4% |
| Students with no reported disability | 15% |
| English learner | 5% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 17% |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 29% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 30% |
| Males | 48% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 45% |
| Students with disability | 6% |
| Students with no reported disability | 46% |
| English learner | 4% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 47% |
| Males | 62% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 30% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 50% |
| Students with disability | 0% |
| Students with no reported disability | 37% |
| English learner | 8% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 55% |
| Males | 52% |
| African American | 46% |
| Asian | 94% |
| Filipino | 87% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 64% |
| Students with disability | 9% |
| Students with no reported disability | 56% |
| English learner | 5% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 10% |
| Males | 19% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 18% |
| Students with disability | 0% |
| Students with no reported disability | 15% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | 5% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 90% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 94% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 48% |
| Males | 56% |
| African American | 52% |
| Asian | 100% |
| Filipino | 69% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 58% |
| Students with disability | 20% |
| Students with no reported disability | 55% |
| English learner | 7% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 49% |
| Males | 63% |
| African American | 53% |
| Asian | 89% |
| Filipino | 81% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 61% |
| Students with disability | 19% |
| Students with no reported disability | 60% |
| English learner | 11% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 19% |
| Females | 16% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 4% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 7% |
| Females | 7% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | 29% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 47% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 63% |
| Students with disability | 15% |
| Students with no reported disability | 53% |
| English learner | 13% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 27% |
| Males | 43% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 42% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 55% |
| Males | 53% |
| African American | 63% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 61% |
| Students with disability | 11% |
| Students with no reported disability | 56% |
| English learner | 8% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 3% |
| Females | 0% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 28% |
| Males | 46% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 75% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 52% |
| Males | 67% |
| African American | 53% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 68% |
| Students with disability | 15% |
| Students with no reported disability | 64% |
| English learner | 19% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
975 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
977 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 91% |
| Males | 81% |
| African American | 83% |
| Asian | 94% |
| Filipino | 88% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | n/a |
| Students with disability | 28% |
| Tested with modifications | n/a |
| English learner | 48% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 85% |
| African American | 77% |
| Asian | 94% |
| Filipino | 94% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | n/a |
| Students with disability | 34% |
| Tested with modifications | n/a |
| English learner | 58% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 78% | 49% | ||
| White | 12% | 28% | ||
| African American | 4% | 7% | ||
| Asian | 4% | 8% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 55% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 95% | 85% | ||
| Korean | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 0% | 2% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Gujarati | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Rumanian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
Tips for understanding school culture
Visit
8141 De Palma Street
Downey,
CA 90241
Phone: (562) 869-7306
To start a new list, click OK. Otherwise click Cancel.
Downey High School
Downey, CA
Sundance Academy
Downey, CA
Keystone Academy
Downey, CA
Los Angeles County Special Education School
Downey, CA
Alternative Opportunity Programs School
Downey, CA
St. Matthias High School
Downey, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Warren High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
