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GreatSchools Rating

South Sutter Charter School

Charter | K-12 | 2090 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 5 ratings

Teacher quality

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14 reviews of this school


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Posted October 4, 2013

This school is great for curriculum funding, if you can get your ES to submit the orders, the staff to process them and the administration to approve them. We've had a ridiculous amount of trouble getting certain curriculum to meet my child's special learning needs. The school has an immense bureaucracy and has moved far away from its original vision of parent choice. It's the classic charter school trade. You take their money (curriculum funding) and you follow their rules and take their tests.
—Submitted by a parent


Posted August 3, 2012

We've been homeschooling with South Sutter from the very beginning. This used to be the school for those looking for parent choice, but sadly that has changed as they are striving to jump through the hoops of WASC accreditation. The WASC accreditation is important, so I hope they figure this all out. I would especially be wary if you are a parent of a high schooler. There is limited college guidance; it is up to you to figure it out. This means SAT/ACT testing, concurrent enrollment at junior colleges, college admissions, scholarships and financial aid. And, be aware that you are not in completely charge of your student's curriculum or grade. Unfortunately, what this means is that you don't have all the real benefits of homeschooling (parent choice) or public schooling (site classes, team sports, and college/scholarship guidance). But, on the positive side, SSCS does have a good budget for purchasing curriculum and outside classes. I hope they will find a way to bring back the original parent driven vision, alongside pursuing accreditation.
—Submitted by a parent


Posted May 2, 2012

As a new homeschooler - I could not be happier with South Sutter Charter. My ES is Denae Mertan and I also work with another ES Charlene Bastian. Both are wonderfully supportive and provide extra guidance and help when I need it while respecting me as my child's primary teacher. They are warm, care very much about their students, flexible, resourceful and very knowledgeable in curriculum. South Sutter's funds are generous and there is a huge variety of classes and materials. I've not had much contact with administration and STAR testing requirements don't bother me as long as our school year does not revolve around prepping for the test. My husband and I are former teachers and we relish the freedom and creative options South Sutter offers. Mrs Mertan and Mrs Bastian have been personally and professionally supportive and are fine, fine educators. Thank you South Sutter!
—Submitted by a parent


Posted November 3, 2011

We've had four children at the school since it's inception 6 years ago . I have to agree that parents and students are not the main focus of the school. The school's mission seems to be to stay accredited and ensure it's standing with the state. On the positive side there are more funds available to purchase curriculum and parents aren't required to return everything at the end of the year. Also, the school allows more choice in vendors. Based on personal experience, however, the school really offers nothing for parents of college bound high school students. Guidance counseling is non-existent and information about whether particular classes are acceptable (or a-g) for the CSU system varies from ES (Education Specialist) to ES. Nor are parents provided with any definition of this important point in writing Also, if an out of the ordinary issue arises that an ES cannot address, there is NO support from anyone else at the school. Calls are not returned nor are emails. So, BUYER BEWARE.
—Submitted by a parent


Posted September 24, 2011

We have been with SSCS for 3 years now. I absolutely LOVE this school! I can't say enough positive things, truly. Our ES is the absolute best! She got us through some really rough spots when we first started. It was really wonderful to have that support. The small amount of work we have to turn in really takes the pressure off and allows more time for learning. I'm not bogged down in paperwork for the school all the time. As for those who mention the test scores....yes, there are parents that don't care about the STAR test. I don't worry about it much, but we do some practice testing beforehand. The scores do help the school out, so in that regard if the parents appreciate SSCS, it would be nice to work a little harder for testing. My kids are always in the high end of proficient or advanced. I wish that other people instead of complaining about the school would just put a little more effort in. Show others just how special South Sutter is!
—Submitted by a parent


Posted June 18, 2011

I have been with this school for 3 years now and we love it. Our ES is wonderful and is on top of everything and fully supportive of what we are doing. Most homeschooling parents don't teach to the Star test and I'm sure that is why this school has a lower score, but I think the Star test is a joke and I don't want my children to spend the year learning how to take a test; I want them loving what they are learning. The one down side to the school is how strict they are with not allowing you to turn in anything with a religious slant. My children were in a dance performance with a Christmas tree on the stage and the school would not accept the picture because it contained a religious symbol. I have had the freedom to chose my children s curriculum and extracurricular activities, this has been priceless to our family.
—Submitted by a parent


Posted April 1, 2011

South Sutter Charter School is not interested in children. They are interested test scores and state funding. This is a fine school as long as you are not interested in what is best for your children. If you dare to question South Sutter, you will be bullied & threatened. The funding is not worth it!
—Submitted by a parent


Posted April 1, 2011

This school has gone downhill! If you look at the ratings SS has received over the years, you will see a steady decline. Like most charters, they started as an advocate for parent choice. They have gradually become more restrictive and invasive to protect their status with the state. Those who said that children are not the focus are completely correct.
—Submitted by a parent


Posted April 30, 2010

We have been with South Sutter for 3 years. I have also experienced other charter schools and traditional public schools but South Sutter does the best job of respecting the parent s right to choose and educate. I appreciate SSCS because of their parent s choice philosophy. SS has a lengthy vendor list where parents shop and choose all their own core curricula, basic materials, and extracurricular services. A SS Education Specialists meet with families once a month, they ask only for California minimums when collecting samples instead of all the work the student has done for the month and allows the family the option to grade their child/rens work. This frees our family to include much more sectarian material without completely doubling the children s workload. South Sutter is as close as you can get to homeschooling privately. It just comes with a generous curriculum allowance, knowledgeable support, and friendly community.
—Submitted by a parent


Posted April 27, 2010

I worked at South Sutter Charter School for 5 years. I recieved high alcolades and letters of recommendation throughtout the duration of my tenure there. I quit working for this school because this is a horrible institution with no more interest in educating the students enrolled in their school than in adhering to state mandated standards. The API scores for this school are telling, they are at the bottom 10th percentile compared to other schools in the state. Bottom line: do not enroll your child in this school unless you're one of those 'I don't care' types of parents, then by all means....
—Submitted by a teacher


Posted October 9, 2009

I think this school is awesome and would recommend it to any parent who is interested in homeschooling they really know how to treat and understand homeschooling parents...
—Submitted by a parent


Posted May 26, 2009

I love homeschooling through this school. They are very supportive with my special education child and the need to teach creatively. They are also supportive of my advanced child and the need to teach faster.
—Submitted by a parent


Posted May 26, 2008

My kids have been enrolled in South Sutter for 2 years now and we love it! There is so much freedom to choose curriculum that fits their learning styles, move at my kids pace, and set a schedule that works for us as a family. We meet with a wonderfully resourceful, credentialed teacher that is encouraging and supportive. She keeps all the records and attendance for us, so I can focus on educating my kids.
—Submitted by a parent


Posted September 23, 2007

This school is awesome! There is tremendous teacher support for home schooling families. They provide a massive list of vendors to select curriculum, activities and supplies to educate our children 'out of the box.' Our kids are individuals and they give us the tools to teach our children as individuals.
—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

722

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

1 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

722

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

-5

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)

1 / 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)

1 / 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.
English Language Arts

The state average for English Language Arts was 56% in 2013.

172 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
34%

2011

 
 
37%

2010

 
 
36%
Math

The state average for Math was 65% in 2013.

172 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
32%

2011

 
 
37%

2010

 
 
39%
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

English Language Arts

The state average for English Language Arts was 46% in 2013.

188 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
39%

2011

 
 
39%

2010

 
 
37%
Math

The state average for Math was 66% in 2013.

188 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
39%

2011

 
 
40%

2010

 
 
35%
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

English Language Arts

The state average for English Language Arts was 65% in 2013.

174 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
64%

2011

 
 
62%

2010

 
 
56%
Math

The state average for Math was 72% in 2013.

174 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
38%

2011

 
 
40%

2010

 
 
30%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

160 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
62%

2011

 
 
63%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

161 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
27%

2011

 
 
27%

2010

 
 
29%
Science

The state average for Science was 57% in 2013.

161 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
55%

2011

 
 
52%

2010

 
 
48%
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

English Language Arts

The state average for English Language Arts was 60% in 2013.

187 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
65%

2011

 
 
54%

2010

 
 
67%
Math

The state average for Math was 55% in 2013.

189 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
30%

2011

 
 
26%

2010

 
 
34%
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 86% in 2013.

2013

 
 
n/a

2012

 
 
58%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

160 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%

2011

 
 
69%

2010

 
 
65%
Math

The state average for Math was 52% in 2013.

157 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
31%

2011

 
 
33%

2010

 
 
27%
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 50% in 2013.

29 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
39%

2011

 
 
16%

2010

 
 
8%
English Language Arts

The state average for English Language Arts was 57% in 2013.

142 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
68%

2011

 
 
61%

2010

 
 
48%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

104 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
31%

2011

 
 
30%

2010

 
 
22%
Geometry

The state average for Geometry was 85% in 2013.

12 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

146 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
53%

2011

 
 
41%

2010

 
 
31%
Science

The state average for Science was 67% in 2013.

143 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
52%

2011

 
 
38%

2010

 
 
28%
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 25% in 2013.

64 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
11%

2011

 
 
6%

2010

 
 
12%
Algebra II

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

11 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

32 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
34%

2011

 
 
34%

2010

 
 
15%
Earth Science

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

71 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
30%

2011

 
 
17%

2010

 
 
16%
English Language Arts

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

134 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
56%

2011

 
 
49%

2010

 
 
45%
General Mathematics (Grades 6 & 7 Standards)

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

43 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
13%

2011

 
 
19%

2010

 
 
13%
Geometry

The state average for Geometry was 45% in 2013.

21 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
17%

2011

 
 
19%

2010

 
 
36%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

25 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
14%

2011

 
 
29%

2010

 
 
18%
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.

38 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
2%

2011

 
 
0%

2010

 
 
3%
Algebra II

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

28 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
3%

2011

 
 
8%

2010

 
 
n/a
Biology/Life Sciences

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

68 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
25%

2011

 
 
26%

2010

 
 
12%
Chemistry

The state average for Chemistry was 46% in 2013.

21 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
30%

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

29 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
15%

2011

 
 
28%

2010

 
 
28%
English Language Arts

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

163 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
40%

2011

 
 
33%

2010

 
 
29%
Geometry

The state average for Geometry was 15% in 2013.

51 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
9%

2011

 
 
16%

2010

 
 
35%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

159 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
27%

2011

 
 
23%

2010

 
 
16%
World History

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

97 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
22%

2011

 
 
12%

2010

 
 
19%
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.

23 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
4%

2011

 
 
4%

2010

 
 
0%
Algebra II

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

19 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

28 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
27%

2011

 
 
24%

2010

 
 
19%
Chemistry

The state average for Chemistry was 32% in 2013.

18 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

23 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
22%

2011

 
 
33%

2010

 
 
13%
English Language Arts

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

167 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
36%

2011

 
 
26%

2010

 
 
20%
Geometry

The state average for Geometry was 8% in 2013.

41 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
5%

2011

 
 
5%

2010

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

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

14 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
25%

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

165 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
24%

2011

 
 
23%

2010

 
 
17%
World History

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

22 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
17%

2011

 
 
13%

2010

 
 
4%
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

English Language Arts

All Students32%
Females35%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged23%
Not economically disadvantaged38%
Students with disability18%
Students with no reported disability33%
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 graduate8%
Parent education - some college (includes AA degree)22%
Parent education - college graduate35%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Math

All Students36%
Females32%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged21%
Not economically disadvantaged45%
Students with disability27%
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)22%
Parent education - college graduate46%
Parent education - graduate school/post graduate48%
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

All Students34%
Females32%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged24%
Not economically disadvantaged38%
Students with disability8%
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)19%
Parent education - college graduate32%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Math

All Students35%
Females32%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged26%
Not economically disadvantaged40%
Students with disability17%
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)17%
Parent education - college graduate39%
Parent education - graduate school/post graduate46%
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

All Students59%
Females63%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged49%
Not economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only60%
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)54%
Parent education - college graduate64%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students38%
Females41%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged29%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)33%
Parent education - college graduate47%
Parent education - graduate school/post graduate39%
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

All Students57%
Females64%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged48%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)41%
Parent education - college graduate72%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a

Math

All Students25%
Females22%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged20%
Not economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)11%
Parent education - college graduate38%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Science

All Students48%
Females49%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged49%
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)38%
Parent education - college graduate54%
Parent education - graduate school/post graduate53%
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

All Students57%
Females64%
Males49%
African American27%
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)60%
Economically disadvantaged46%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)43%
Parent education - college graduate60%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Math

All Students30%
Females34%
Males24%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged25%
Not economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)10%
Parent education - college graduate34%
Parent education - graduate school/post graduate43%
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 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
Not 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 Students65%
Females70%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged59%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only66%
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)50%
Parent education - college graduate73%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students33%
Females28%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged26%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)21%
Parent education - college graduate43%
Parent education - graduate school/post graduate51%
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%
Females47%
Males7%
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)29%
Economically disadvantagedn/a
Not economically disadvantaged26%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

English Language Arts

All Students59%
Females66%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged46%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)51%
Parent education - college graduate67%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students26%
Females25%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged13%
Not economically disadvantaged38%
Students with disability0%
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 graduate6%
Parent education - some college (includes AA degree)17%
Parent education - college graduate44%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Geometry

All Students58%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
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

History - Social Science Grade 8 Cumulative

All Students41%
Females42%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged27%
Not economically disadvantaged51%
Students with disability0%
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)22%
Parent education - college graduate49%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Science

All Students45%
Females41%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged35%
Not economically disadvantaged53%
Students with disability9%
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)33%
Parent education - college graduate58%
Parent education - graduate school/post graduate66%
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 Students18%
Females15%
Males18%
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)17%
Economically disadvantaged14%
Not economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only17%
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)11%
Parent education - college graduate19%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Algebra II

All Students27%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
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

Biology/Life Sciences

All Students66%
Females75%
Males60%
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)62%
Economically disadvantaged55%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only66%
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 graduate85%
Parent education - declined to staten/a

Earth Science

All Students32%
Females25%
Males38%
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)35%
Economically disadvantaged32%
Not economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)26%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students69%
Females74%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged59%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)62%
Parent education - college graduate81%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students23%
Females22%
Males25%
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)19%
Economically disadvantaged16%
Not economically disadvantaged33%
Students with disability0%
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)18%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students38%
Femalesn/a
Males38%
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)39%
Economically disadvantagedn/a
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

World History

All Students20%
Females25%
Males15%
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)23%
Economically disadvantaged13%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)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 Students13%
Females16%
Males11%
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)19%
Economically disadvantaged8%
Not economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students18%
Females6%
Males33%
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)20%
Economically disadvantagedn/a
Not economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students34%
Females25%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged24%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)35%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students19%
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)18%
Economically disadvantagedn/a
Not economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students43%
Females40%
Males46%
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)52%
Economically disadvantaged46%
Not economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
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 Students48%
Females48%
Males48%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged32%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)43%
Parent education - college graduate65%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

Geometry

All Students4%
Females4%
Males4%
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)3%
Economically disadvantaged8%
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduate0%
Parent education - declined to staten/a

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

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

Science

All Students43%
Females37%
Males49%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged29%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)44%
Parent education - college graduate52%
Parent education - graduate school/post graduate46%
Parent education - declined to staten/a

World History

All Students29%
Females13%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged15%
Not economically disadvantaged40%
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 graduate11%
Parent education - some college (includes AA degree)25%
Parent education - college graduate50%
Parent education - graduate school/post graduate31%
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 Students4%
Females8%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged7%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
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 Students0%
Females0%
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)0%
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students18%
Females20%
Males15%
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)9%
Economically disadvantaged18%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students22%
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)21%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
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 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

Earth Science

All Students44%
Females40%
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)40%
Economically disadvantaged36%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only48%
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)45%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students36%
Females38%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged36%
Not economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)39%
Parent education - college graduate56%
Parent education - graduate school/post graduate32%
Parent education - declined to staten/a

Geometry

All Students5%
Females8%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged8%
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
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)6%
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 Students14%
Females0%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

U.S. History

All Students24%
Females17%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged22%
Not economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)23%
Parent education - college graduate40%
Parent education - graduate school/post graduate16%
Parent education - declined to staten/a

World History

All Students23%
Females15%
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)24%
Economically disadvantaged8%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only25%
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.

157 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%

2011

 
 
72%

2010

 
 
67%
Math

The state average for Math was 84% in 2013.

157 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
71%

2011

 
 
65%

2010

 
 
56%
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 Students79%
Females84%
Males73%
Gender Unknownn/a
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged68%
Not economically disadvantaged88%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students75%
Females71%
Males80%
Gender Unknownn/a
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Declined to staten/a
Economically disadvantaged70%
Not economically disadvantaged80%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 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 70%
Hispanic 13%
Two or more races 6%
Black 4%
Asian 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 49%N/AN/A
English language learners 2%N/AN/A
Source: CA Dept. of Education, 2013-2014

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School basics

School Leader's name
  • Eric Schoffstall
Fax number
  • (530) 295-3583

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction
School leaders can update this information here.

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2452 El Centro Boulevard
East Nicolaus, CA 95659
Website: Click here
Phone: (530) 295-3566

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