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GreatSchools Rating

Dublin High School

Public | 9-12 | 1653 students

 
 

Living in Dublin

Situated in an urban neighborhood. The median home value is $425,000. The average monthly rent for a 2 bedroom apartment is $1,980.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted September 29, 2013

Dublin High School recently had a lot of renovations/new structures due to bonds provided by the Dublin homeowners. New gym, stadium, theater, class rooms, cafeteria. This is totally different from Dublin High if you look at reviews 2-3 years ago. Major renovation has been done as well new programs are added. There is now an engineering track that helps students who wants to pursue engineering course during college. Students are now more diversed and parents are more involved. DHS even surpassed one of the HS across town in terms of API grades and score here at greatschools. My son graduated here and my youngest son is now a freshman. I would recommend this school to everybody, if you live across town you will sometimes hear pleasanton parents trying to transfer their son to DHS, that's the truth. Check it out first if you want to see the improvements that's currently happening, it looks world class now.
—Submitted by a parent


Posted September 25, 2012

This is an excellent school. I have been going here for a few years now, and it is amazing. Although it is smaller than the other schools in the area, due to the diverse student body and many Clubs/Organizations/Sports, I have made many new friends from different backgrounds, which has given me many off-campus opportunities and achievements. I never feel socially intimidated at all, and it is a very safe campus, barely any fights, arguments etc The Engineering program is great, the equipment + material is modern, and there are new classes added every year.. Most of my classes are Advanced/AP, and I find that it is alot easier to get into those vs. other schools, because our class sizes are much smaller (as low as 15 kids). Of course those are difficult, but it is leveraged with the helpfulness of the teachers, most teachers who teach these will be willing to tutor you 1:1 after school, and there are things like peer tutoring and Tutoring University the evening before Math tests, free of charge. Like any high school, there are groups of kids that can influence you badly. There are VERY few, but you should know how to act around them and make good decisions.
—Submitted by a student


Posted September 16, 2011

I love Dublin High. The courses are really challenging but the teachers are willing to do anything to help you. I even started a gymnastics club, a new addition to the roster of about 50 clubs! I am on the volleyball team, which is so fun, and have straight A's. The only downside is the seniors get EVERYTHING, but I suppose I won't be complaining when I'm a senior. Overall, I would recommend this school to everyone.
—Submitted by a student


Posted August 17, 2011

Dublin High is a great school academically. It definitely is aimed at challenging students and offers a wide variety of classes to choose from. With the teachers though it's really a hit-or-miss; they're either really good, or not so good.
—Submitted by a student


Posted July 29, 2011

This school is great academically. But it's hard to stay focused at Dublin high because of all the social cliques and unecessary distractions. The teachers are very educated and kind. They're willing to give their time up to tutor and help students. Even with these great opportunities I wouldn't recommend Dublin high because it's easy to get caught up with the wrong people and it ruined my future.
—Submitted by a student


Posted March 13, 2011

I attend this school and love it. I am a senior and have gone here all four years. Almost all of the teachers are really good. Most are willing to come in before or stay after school to help with any problems in class or outside of class. Though a growing school and campus everyone feels very at home. The campus supervisors and administration help everyone feel like they are welcome on campus.
—Submitted by a student


Posted October 23, 2010

This is excellent school compared to neighborhood schools. Excellent curriculum, new technology, great teachers and great counselors. Lot of AP courses to choose. Good growth over the past two years. This school will emerge as #1 very soon in Dublin, San Ramon and Pleasanton area.
—Submitted by a parent


Posted March 8, 2010

I am very pleased with all Dublin High School has to offer. Before moving to Dublin in 2006, My children were enrolled in private schools since they were in Kindergarten. I did research before we moved out here for both private and public schools. I decided to enroll them in the Dublin Unified School district due to the quick , thorough and informative response I received from the DUSD. Five years later I am VERY pleased with the outcome of my decision. My son graduated from DHS in 2009, and my Daughter is in her Junior year at DHS. I am pleased with academics, activites and support and enoouragement the school has to offer the students. Thank You!
—Submitted by a parent


Posted December 19, 2009

My daughter is a freshman at Dublin High and is benefiting from the academic, performing arts and extracurricular choice offered by the school. When we first moved to Dublin we weren't sure what to make of Dublin High, mainly due to the old facilities. That was 10 years ago. Since then, Dublin taxpayers have been very supportive of Dublin public schools including funding a $120M effort to completely rebuild the school (that's well underway with most of the classrooms now brand new and state-of-the-art). Most important is my older daughter's experience at the school - she is challenged, rewarded for working hard (and striving for Dublin's new Advanced Scholars Diploma), involved in the many extracurricular activities at the school (including the drama club: www.DHSDrama.org) and taking advanced classes that match her ability.
—Submitted by a parent


Posted October 5, 2009

Excellent teachers, great support
—Submitted by a parent


Posted September 1, 2009

My children were educated in a private school up to sixth grade and then we put them in Dublin School district. I was skeptical at first, but am now a firm believer in this school. The ROP visual communications program is state-the-art and perfect for my son who was not the 4-year college type. I feel Dublin High exceeds in great staff and teachers. There are a few who I feel just go through the motions and don't really inspire or be innovative, but overall we felt the teaching staff/counselors were very helpful and supportive. Great school!
—Submitted by a parent


Posted June 16, 2009

Great high school. It is smaller than most schools in the area, but large enough to offer many programs.
—Submitted by a parent


Posted October 4, 2008

Dublin High School's new Math and Science department is state of the art. The school has maintained their reputation as a great place to learn with excellent extra curricular activities. Most importantly the faculty is extremely supportive and shows leadership in all departments. Go Dublin!


Posted August 4, 2008

The staff (and faculty) show unprecedented dedication and caring for the students. Looking back it is absolutely stunning how involved they were. I remember the principal making a deal with the students that he would shave his entire head including eyebrows if we increased our exit exam scores by X amount. He followed through with it when the student body succeeded!The teachers have always been there to help a struggling student. Every teacher I had (including the ones we consider bad ) were willing to come in at before school starts and tutor or even stay late. In fact, in the sciences and math it is routine to have teacher stay after school until 5pm to have a tutoring session.
—Submitted by a student


Posted May 14, 2008

Dublin High is a good school. I have a daughter who will be a senior next year 08-09, and a son who will be a freshman. Academically my daughter has done very well. Dublin High offers plenty of AP classes and opportunities for students to excell. It has a relativley small student body copmared to the highschools in the Tri-Valley Area and that's what she enjoys about it. It is being remodeled and that is great, but the job is going rather slowly. Our experience with teachers has been a positive one. I am very excited for my son to start next year as a freshman, and hopefully be a part of the AVID program. Other than the appearance of the school (which is being addressed), Dublin High is a very good school.
—Submitted by a parent


Posted June 1, 2007

Granted the school is a bit dilapidated but that has nothing to do with the academics which I find to be as good or better than a lot of schools I have been involved with. Also, the teachers are accommodating and helpful to both the motivated and not so motivated students. Parent involvement is adequate and is welcomed by the school. My student at DHS is receiving a good education and the teachers all very in tune with his academic progress.
—Submitted by a parent


Posted May 22, 2007

We are new to the area. I will admit that the school was surprisingly shabby and dismal in appearance, but the welcoming attitude of the Ass't Principal and my daughter's counselor was commendable. We 'interviewed' both Pleasanton schools before choosing Dublin. At the Pton schools, we felt like we were unwelcome imposters, and no effort was made to make us feel at home. At Dublin, people bent over backwards to assist us. So, so far so good. We'll see how the actual education part goes.
—Submitted by a parent


Posted March 18, 2007

I am greatly dissapointed by the large number of teachers who show extreme favoritism towards certain student whose parents are part of the Old 'dublin high graduates' network. For the amount of money concieved through property taxes, this school should hire more fair and justified teachers!
—Submitted by a student


Posted March 13, 2007

Dublin High School is run down and dirty. Amazing considering the amount of money the city receives through property taxes. Some of the teachers/faculty are as rundown as the school and have no interest other than putting in their time. There is absolutely no assistance the school or school district offers for a student who has issues with doing schoolwork -class work or homework. It seems they are just happy that he fills a seat because it generates revenue for the school. If you have a struggling student, beware of this school.
—Submitted by a parent


Posted February 11, 2007

Very good school especially safety. New principal has to be little more friendly towards parents and students. There is good & bad teachers, some show more favoritism towards students. Maintenance has to be improved in bathrooms. Overall advisable to put your student here.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

877

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

877

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-3

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

10 / 10

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

8 / 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.

200 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
49%

2011

 
 
49%

2010

 
 
42%
Algebra II

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

52 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
100%

2011

 
 
95%

2010

 
 
95%
Biology/Life Sciences

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

293 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%

2011

 
 
95%

2010

 
 
94%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

486 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
76%

2011

 
 
76%

2010

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

222 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
69%

2011

 
 
68%

2010

 
 
68%
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.

179 students were tested at this school in 2013.

2013

 
 
33%
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.

44 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
19%

2011

 
 
35%

2010

 
 
31%
Algebra II

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

191 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
63%

2011

 
 
74%

2010

 
 
61%
Biology/Life Sciences

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

180 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
68%

2011

 
 
72%

2010

 
 
71%
Chemistry

The state average for Chemistry was 46% in 2013.

222 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
85%

2010

 
 
90%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

448 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
73%

2011

 
 
72%

2010

 
 
67%
Geometry

The state average for Geometry was 15% in 2013.

154 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
28%

2011

 
 
23%

2010

 
 
29%
High School (Summative) Mathematics (Grade 9-11)

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

49 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
90%

2011

 
 
94%

2010

 
 
100%
Science

The state average for Science was 54% in 2013.

437 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%

2011

 
 
77%

2010

 
 
71%
World History

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

440 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
74%

2011

 
 
77%

2010

 
 
72%
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.

22 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
17%
Algebra II

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

131 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
25%

2011

 
 
28%

2010

 
 
27%
Biology/Life Sciences

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

170 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
82%

2010

 
 
72%
Chemistry

The state average for Chemistry was 32% in 2013.

122 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
71%

2011

 
 
59%

2010

 
 
65%
Earth Science

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

53 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
71%

2011

 
 
59%

2010

 
 
n/a
English Language Arts

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

395 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
72%

2011

 
 
70%

2010

 
 
65%
Geometry

The state average for Geometry was 8% in 2013.

26 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
16%

2011

 
 
23%

2010

 
 
16%
High School (Summative) Mathematics (Grade 9-11)

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

206 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
67%

2011

 
 
67%

2010

 
 
56%
Physics

The state average for Physics was 58% in 2013.

22 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
77%

2011

 
 
82%

2010

 
 
76%
U.S. History

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

395 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
81%

2011

 
 
77%

2010

 
 
76%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students54%
Females61%
Males47%
African American37%
Asian90%
Filipino67%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged46%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability55%
English learner50%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)45%
Parent education - college graduate56%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Algebra II

All Students98%
Females96%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students95%
Females95%
Males94%
African Americann/a
Asian96%
Filipino97%
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged81%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)90%
Parent education - college graduate95%
Parent education - graduate school/post graduate97%
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 Students81%
Females84%
Males78%
African American57%
Asian91%
Filipino83%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged63%
Non-economically disadvantaged84%
Students with disability47%
Students with no reported disability82%
English learner39%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)67%
Parent education - college graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students82%
Females83%
Males80%
African Americann/a
Asian92%
Filipino75%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged85%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)74%
Parent education - college graduate81%
Parent education - graduate school/post graduate93%
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 Students33%
Females33%
Males32%
African American18%
Asian50%
Filipino33%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged27%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learner36%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)24%
Parent education - college graduate41%
Parent education - graduate school/post graduate39%
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 Students35%
Females33%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantagedn/a
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students64%
Females65%
Males61%
African Americann/a
Asian68%
Filipino72%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged39%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)45%
Parent education - college graduate69%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Biology/Life Sciences

All Students51%
Females42%
Males61%
African American29%
Asian59%
Filipino53%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged35%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)51%
Parent education - college graduate63%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

Chemistry

All Students85%
Females81%
Males91%
African Americann/a
Asian89%
Filipino90%
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged88%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)72%
Parent education - college graduate87%
Parent education - graduate school/post graduate88%
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 Students69%
Females70%
Males69%
African American64%
Asian82%
Filipino67%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged46%
Non-economically disadvantaged73%
Students with disability16%
Students with no reported disability72%
English learner14%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate31%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)56%
Parent education - college graduate76%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Geometry

All Students28%
Females19%
Males35%
African American0%
Asian32%
Filipino25%
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged11%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)20%
Parent education - college graduate32%
Parent education - graduate school/post graduate26%
Parent education - declined to staten/a

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

All Students95%
Females93%
Males100%
African Americann/a
Asian97%
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 disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Science

All Students78%
Females75%
Males82%
African American67%
Asian90%
Filipino78%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged58%
Non-economically disadvantaged81%
Students with disability31%
Students with no reported disability80%
English learner23%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate62%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)70%
Parent education - college graduate84%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

World History

All Students74%
Females69%
Males79%
African American63%
Asian85%
Filipino80%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged57%
Non-economically disadvantaged77%
Students with disability20%
Students with no reported disability76%
English learner15%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate54%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)60%
Parent education - college graduate80%
Parent education - graduate school/post graduate86%
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 Students27%
Females8%
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)31%
Economically disadvantagedn/a
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only27%
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 Students23%
Females18%
Males30%
African American13%
Asian36%
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)23%
Economically disadvantaged23%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)14%
Parent education - college graduate20%
Parent education - graduate school/post graduate35%
Parent education - declined to staten/a

Biology/Life Sciences

All Students90%
Females88%
Males94%
African American73%
Asian94%
Filipino93%
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged67%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)90%
Parent education - college graduate90%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Chemistry

All Students58%
Females47%
Males71%
African American31%
Asian60%
Filipino82%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantagedn/a
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)53%
Parent education - college graduate63%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Earth Science

All Students65%
Females42%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)44%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students73%
Females74%
Males72%
African American39%
Asian84%
Filipino93%
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged61%
Non-economically disadvantaged75%
Students with disability6%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)66%
Parent education - college graduate76%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Geometry

All Students16%
Females9%
Males20%
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)18%
Economically disadvantagedn/a
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students59%
Females50%
Males68%
African Americann/a
Asian72%
Filipino58%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged46%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)23%
Parent education - college graduate63%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Physics

All Students82%
Females73%
Males91%
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 disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
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 Students78%
Females73%
Males84%
African American55%
Asian91%
Filipino85%
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 disadvantaged61%
Non-economically disadvantaged80%
Students with disability28%
Students with no reported disability81%
English learner18%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)76%
Parent education - college graduate78%
Parent education - graduate school/post graduate90%
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

English Language Arts

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

455 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
95%

2011

 
 
95%

2010

 
 
94%
Math

The state average for Math was 84% in 2013.

458 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
95%

2010

 
 
96%
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 Students93%
Females94%
Males92%
Gender Unknownn/a
African American90%
Asian96%
Filipino97%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged90%
Non-economically disadvantaged94%
Economic Status Unknownn/a
Students with disability46%
Tested with modificationsn/a
English learner57%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students93%
Females92%
Males95%
Gender Unknownn/a
African American85%
Asian96%
Filipino100%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged92%
Non-economically disadvantaged93%
Economic Status Unknownn/a
Students with disability46%
Tested with modificationsn/a
English learner71%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 37%
Asian 27%
Hispanic 17%
Black 7%
Two or more races 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 11%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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8151 Village Parkway
Dublin, CA 94568
Website: Click here
Phone: (925) 833-3300

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