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GreatSchools Rating

Dehesa Charter School

Charter | K-12 | 1200 students

Personalized Learning

 

Living in Escondido

Situated in a suburban neighborhood. The median home value is $265,000. The average monthly rent for a 2 bedroom apartment is $1,310.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 5 ratings
2012:
Based on 21 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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School Official Point of View

Posted May 31, 2012

Dehesa Charter School has been personalizing learning for more than a decade and has become a leader in the movement to bring student interests and talents back into the education arena. The students who excel in this program are those with a desire to have a say in what and how they learn and the potential to drive their own education. The wide range of resources and flexibility are a relief for those who feel confined by the structure of more traditional models.

50 reviews of this school


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Posted July 31, 2014

My son attended this school for 2 years at the Escondido Learning Center. He was one of the first students to be admitted when the campus opened before the campus moved to a permanent building. As was mentioned in an earlier review, young students are expected to work independently as it is a Montessori structured philosophy of learning. The lead wore many hats, including school nurse, which was concerning to me. We had an ongoing issue with my son's primary teacher. I volunteered occasionally in the classroom and during school functions. The most unfortunate thing that occurred is being witness to the singling out of my son in the classroom for his behavior, especially when, comparatively, other students were much more disruptive. He thrived in Montessori method prior this school, but the ratios were also much smaller.
—Submitted by a parent


Posted June 5, 2014

My daughter is at the end of 1st grade. She likes it. Now, montessori isn't for everyone. if your child is not motivated to learn they may not do well. If your child does have a love of learning they will advance quickly. I have stopped by seeing my 6yr old doing multiplication with her peers.Like I said, not for every child. It is a good fit for ours. Also French and guitar lessons are fabulous. All charter schools have high turnover rates. that is the nature of the beast since all these teachers could be making more in regular public school so. As of now we love our teacher and have seen our daughter flourish.
—Submitted by a parent


Posted May 12, 2014

Enroll at this school with caution. My son attended the Escondido South Learning Center. There is a low teacher to student ratio and assistants in the kindergarten classes. Without getting into too much detail, it was decided that my son s behavior was not appropriate for their school and with no notice we were asked to either enroll him in the homeschool program or withdraw him from the school effective immediately. There were only five weeks left in the school year and my son was forced to change schools without even the opportunity to say goodbye to his teachers or all of his friends at school, some of which he had known since preschool. What you need to know is that this school is strict Montessori and kids, even in kindergarten are expected to work independently on work for at least two hours a day. The school staffs communication with me was lacking on its best day. On its worst day I got no communication from the school. I am not saying be any means that it will not work for some students, but for any student who does not fit into the Montessori model perfectly will struggle.
—Submitted by a parent


Posted January 31, 2014

My child went to one of DCS' Montessori learning centers and I strongly advise that you do not send your child(ren) there. The administration are very unorganized, do not get back to parents in a timely manner or even at all, make you sign paperwork with little to no explanation of what it is and/or it's purpose, and they constantly make changes without notifying the parents or even giving the students notice! There is also an extremely high turnover rate of staff. That reveals how the school is doing. While one or two of their Montessori centers are run better than the one we were at, if you are even thinking about sending your child(ten) here I strongly suggest you research which site you want to go to first.
—Submitted by a parent


Posted May 2, 2013

I can't imagine my homeschool experience without DCS. It is truly a learning experience for both parents and students. My children love attending the wide variety of classes at the learning center, and I love the nurturing, encouraging friendships with the other moms. I have received so much support from my EF, who is also the site director. She spends a lot of time with me to make sure I am on the right track, am comfortable and confident with what I'm doing, and makes sure I've always got all the curriculum I need, plus fun stuff we might want. She's given me things for my family from her own supplies as well! (And my kids happen to adore her!) In my experience, all the EFs at our Riverside location are wonderful women who seem to truly love kids and care about families and homeschooling. Along with the basic, fun courses in math, history, language arts and science, there are fun elective courses which change regularly, and parents get to suggest and vote on what classes they'd like offered the following semester. Parents and kids are highly encouraged to take responsibility for what goes on in our learning center, and that's what makes us so successful at homeschooling.
—Submitted by a parent


Posted May 1, 2013

I attend the Riverside location of the Dehesa Charter School. This is an awesome layout & they have the greatest EF's there to help you every step of the way. This is totally the way to go! I'm a first time homeschooling mom & never for a moment had an issue what to teach my child or a lack of materials. They gave me so many ideas and books & the library on campus, I had more than enough to share & teach. Plus, they do a mom's teaching hour that answers any questions & gives us mom tons of ideas for all kinds of types of learners. It's been tremendous. It's a lot of fun too, we do a lot of activities on campus during breaks & fun bonding for the kids, they get plenty of their socializing. There's a lot of enrichment at this campus, my favorite was the cooking classes, dance classes, helping hands class that taught volunteerism, manners class, & great field trips. It helps when the teachers are so approachable and fun spirited. We have a lot of fun. The EF's rock there, they're the lifeline of the success. The school leader, Kathy, is a goofball and knows her stuff, she sets the pace for a fun learning kind of place. Check it out, our kids are excelling like none other.
—Submitted by a parent


Posted May 1, 2013

Great charter school with the freedom I love in homeschooling my children. Very family oriented.
—Submitted by a parent


Posted April 30, 2013

Dehesa Charter School is the perfect fit for my family. We have been with Dehesa for the past three years and have the best facilitator around. She knows what my son's gift areas are and is constantly encouraging him in those areas. She also challenges him to give his best in all his endeavors. She provides extra materials for him and even will purchase him things with her own money. I have been please with the curriculum I am able to use and the school has been very supportive of the materials I choose to use at home. We use the learning center in our area and have been so pleased with the classes they offer. The teachers are engaging with my son and he enjoys the opportunity to socialize with the other students there. We also find it challenging which is what we are looking for in some of his academic classes. I wanted my son to have homework from the classes that he takes but not just boring worksheets. Several of his teachers will require group projects for the students to work on and at the end of each semester they are displayed at a year end EXPO. I highly recommend Dehesa Charter school and their learning centers. We have had such a positive experience with them.
—Submitted by a parent


Posted April 23, 2013

DCS was founded on great ideals yet it lacks the leadership to properly implement them. Surprisingly the staff and administrators are not equipped to find out-of-the-box solutions for gifted children. If you raise any concerns be prepared to deal with a long, tedious, unorganized, and lackluster process. DCS leadership also lacks the ability to receive constructive criticism without taking it personally. When they are questioned on their approach they do not provide well-thought out and mature responses, instead their first instinct is to circle the wagons and push the parents/ students out of the program. Bottom line? If you are looking for an innovative and creative solution to an under-performing California public school then stay away from DCS there are better options out there (i.e. other private and charter schools in the area). If your child has behavioral issues that prevents them from participating in a standard California public school and you just want a quick and easy solution then DCS may be for you.
—Submitted by a parent


Posted August 13, 2012

Dehesa Charter School is one of the best options available here in the Hemet Valley. My children joined Dehesa last semester, having left a great private school that they enjoyed. I wasn't sure how they would respond to home schooling. They loved it! It was due to the great Learning Center Dehesa has with exciting classes and great teachers. They loved the field trips, hands-on method of study and all the wonderful group of students they met. We are excited about our new school year with Dehesa! We are truly blessed to be with Dehesa.
—Submitted by a parent


Posted July 30, 2012

Great school except it lacks a great on-site high school math program. As long as you provide your own math, you will be alright at this school. Otherwise, keep looking.
—Submitted by a parent


Posted June 12, 2012

We are so grateful to have found Dehesa Charter School. The spirit of kindness and encouragement has been amazing. We appreciate the understanding, and the support, of different learning styles. We appreciate the creativity and the nurturing we received at the Murrieta leaning center. My son is happy with learning for the first time in a long time. Thank you so much!!
—Submitted by a parent


Posted June 11, 2012

We have been with Dehesa Charter School for 4 years, and I could not be happier with all aspects of this school! We have two boys (2nd and 6th grade) and they actually look forward to school and our monthly meetings with our amazing Educational Facilitator! In fact, every EF we have met has been nothing but helpful to our family! Our children attend the Murrieta Learning Center weekly and each and every teacher exceeds our expectations! You can tell they all have a passion for teaching! My children are excelling at their education and I feel they are receiving the best education they can get! Thank you Dehesa!!!
—Submitted by a parent


Posted June 8, 2012

I cannot say enough about the positive experience my family has had with Dehesa Charter School. The entire program is brilliant, a dream opportunity for my four homeschooled children. My kids thrive in the classes, feeling more like they are spending time with family than stcuk in a classroom. The teachers are incredibly approachable, calling and emailng frequently, always taking the time to truly listen to my children and help them, with sincere care for their well being. The lessons are academicly outstanding, challenging enough to push my kids and enjoyable enough that they don't even realize they are learning~ the exact atmosphere I have always tried to create as a homeschool mom. The families who participate at the learning center are fabulous! Everyone has gone out of their way to welcome our family, making the decision to join Dehesa one of the best homeschool decisions we have made in the twelve years we have been homeschooling!
—Submitted by a parent


Posted June 5, 2012

My son and I moved to CA. from TX. and we were in need of a good high school with an excellent special education program. My son has high functioning Autism and a speech and language disability, so it was important that we find a high school that offered programs that would fit his needs. After looking into the local high schools we decided that it would be best to look at a charter school. Through a friend we found Dehesa. Dehesa offers programs that fit my sons needs and I am able to be part of his education. The staff at Dehesa are more than I could have imagined a charter school to be. They work very hard to make sure that your childs needs are being met. They are kind and so very helpful in finding the right programs for your child, especially those with special needs. They make sure your child is progressing and if your child is having troubles they will work hard to find what works best for your child. Dehesa works hand in hand with you in finding the right educational program for your child. Thank You so very much DEHESA!!!
—Submitted by a parent


Posted June 3, 2012

Dehesa is staffed with great teachers, who always push you to do the best you can, without overwhelming you. As a student they help you learn at your level, never holding you back. The teachers don't get frustrated when you don't understand something, instead they explain and make sure you understand it before moving on. I have had great a experience with Dehesa for the past 5years, and highly recommend it.


Posted June 1, 2012

I currently have a 4th grader and two 8th graders enrolled. We graduated two high schoolers in 2011, both of whom were academic merit scholarship recipients to 4-yr universities. (One is pursuing a dual degree in engineering at the Univ of Notre Dame; the other was one of only 4 students accepted into an accelerated med school program at Tulane.) Both graduated early, at 15 & 16 repectively. Dehesa made this possible. "Personalized Learning" means just that: They ensure YOUR kids learn, set goals, and find ways to meet them. The personalization of this school goes beyond their extensive resources, however. The element that sets it apart, is the people. Every teacher knows your child - not their name, but something about their interests, their personality, their strengths, their weaknesses. As cliche at it sounds, these people are true educators, and they CARE. That makes all the difference. International Robotics competitions, Mock Trial with real lawyers and judges at the courthouse, International Economic Summits, Proms...Dehesa is a TEAM of caring and competent educators who provide OPPORTUNITY to those families seeking it. They want what you do: What is best for YOUR student.
—Submitted by a parent


Posted June 1, 2012

DCS has been and continues to be a tremendous educational experience for my family. In the 5 years we ve worked with Dehesa, we ve experienced nothing but the most professional, responsive, and cooperative support from a skilled, knowledgeable and caring staff. All of our children have enjoyed the advantage of Dehesa s willingness to tailor programs to meet individual needs and goals; whether that means accelerating the high school curriculum in order to graduate early, or bringing in additional learning opportunities on subjects and technologies that are of particular interest. In response to a couple of baffling negative comments below, I understand that this level of flexibility and individualized approach may not be for every parent or every student. I actually credit the staff for informing parents when a student (or parent) is not responding well enough for that student to succeed in this approach. Dehesa does not offer the one-size-fits-all conformity of a standard public school. That the school acknowledges that it may not be the best fit for a particular student (or parent) speaks to its commitment to each individual.
—Submitted by a parent


Posted June 1, 2012

After five and a half years in public school, I decided to take a new a new approach to my son's learning experience. Dehesa made it possible to truly personalize my son's schooling. He entered into this program halfway through his 5th grade year and before that time he had always struggled with Language Arts. Within 2 months time in the Dehesa program there was a vast improvment in his writting skills - but on top of that, he was really enjoying his school experience for the very first time. Dehesa has made the learning experience fun and exciting.
—Submitted by a parent


Posted May 31, 2012

I am a 6th grade student at Dehesa Charter School in Hemet. It is a great school! You get many opportunities that you do not get at other schools. You don t have to sit down and stare at your paper wishing class was over. At the learning center, the teachers are one-on-one and help you a lot. You do not have to only take Language Arts but can take a Writing Class. My Budding Authors class was excellent and never boring. My math teacher is AWESOME! Kids are nice there and they don t pick on you. I would recommend Dehesa to a lot of people.


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

756

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

3 / 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

756

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)

3 / 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.

112 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
52%

2011

 
 
61%

2010

 
 
45%
Math

The state average for Math was 65% in 2013.

112 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
65%

2011

 
 
63%

2010

 
 
55%
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.

122 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
55%

2011

 
 
47%

2010

 
 
41%
Math

The state average for Math was 66% in 2013.

122 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
60%

2011

 
 
46%

2010

 
 
47%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

112 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
64%

2011

 
 
73%

2010

 
 
46%
Math

The state average for Math was 72% in 2013.

111 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
43%

2011

 
 
50%

2010

 
 
24%
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.

100 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
68%

2011

 
 
54%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

98 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
28%

2011

 
 
28%

2010

 
 
37%
Science

The state average for Science was 57% in 2013.

98 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
51%

2011

 
 
41%

2010

 
 
51%
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.

107 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
58%

2010

 
 
58%
Math

The state average for Math was 55% in 2013.

105 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
29%

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

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

89 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
66%

2011

 
 
66%

2010

 
 
62%
Math

The state average for Math was 52% in 2013.

86 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
28%

2011

 
 
33%

2010

 
 
29%
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.

20 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
16%

2011

 
 
12%

2010

 
 
21%
English Language Arts

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

96 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
63%

2011

 
 
56%

2010

 
 
59%
General Mathematics (Grades 6 & 7 Standards)

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

76 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
n/a

2011

 
 
22%

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

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.

98 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
60%

2011

 
 
47%

2010

 
 
46%
Science

The state average for Science was 67% in 2013.

94 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
42%

2011

 
 
41%

2010

 
 
44%
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.

27 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
24%

2011

 
 
14%

2010

 
 
12%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

46 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
34%

2011

 
 
37%

2010

 
 
39%
Earth Science

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

2013

 
 
n/a

2012

 
 
13%

2011

 
 
46%

2010

 
 
45%
English Language Arts

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

83 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
55%

2011

 
 
61%

2010

 
 
58%
General Mathematics (Grades 6 & 7 Standards)

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

37 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
22%

2011

 
 
12%

2010

 
 
23%
Geometry

The state average for Geometry was 45% in 2013.

16 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
25%
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.

41 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
16%

2011

 
 
15%

2010

 
 
22%
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.

14 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
9%

2011

 
 
17%

2010

 
 
0%
Algebra II

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

11 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

32 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
32%

2011

 
 
14%

2010

 
 
43%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
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.

68 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
43%

2011

 
 
49%

2010

 
 
41%
Geometry

The state average for Geometry was 15% in 2013.

21 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
9%
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.

63 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
45%

2011

 
 
43%

2010

 
 
32%
World History

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

36 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
26%

2011

 
 
38%

2010

 
 
30%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
Algebra II

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

12 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
n/a

2011

 
 
23%

2010

 
 
n/a
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
16%

2011

 
 
n/a

2010

 
 
50%
Chemistry

The state average for Chemistry was 32% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
17%

2010

 
 
n/a
English Language Arts

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

63 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
50%

2011

 
 
46%

2010

 
 
54%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
30%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

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.

63 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
41%

2011

 
 
24%

2010

 
 
27%
World History

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

14 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
33%

2011

 
 
46%

2010

 
 
53%
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 Students40%
Females42%
Males38%
African Americann/a
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)46%
Economically disadvantagedn/a
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
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)35%
Parent education - college graduate46%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Math

All Students56%
Females50%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
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 disadvantaged55%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only57%
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)40%
Parent education - college graduate60%
Parent education - graduate school/post graduate74%
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 Students44%
Females41%
Males46%
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)49%
Economically disadvantagedn/a
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only45%
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)36%
Parent education - college graduate45%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

Math

All Students46%
Females48%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantagedn/a
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only47%
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)36%
Parent education - college graduate41%
Parent education - graduate school/post graduate60%
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 Students75%
Females77%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only75%
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)53%
Parent education - college graduate80%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students58%
Females56%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantagedn/a
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 talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate63%
Parent education - graduate school/post graduate67%
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%
Females68%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantagedn/a
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability59%
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)37%
Parent education - college graduate63%
Parent education - graduate school/post graduate85%
Parent education - declined to state47%

Math

All Students37%
Females42%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
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
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
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)22%
Parent education - college graduate41%
Parent education - graduate school/post graduate62%
Parent education - declined to state20%

Science

All Students55%
Females62%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantagedn/a
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
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)22%
Parent education - college graduate64%
Parent education - graduate school/post graduate84%
Parent education - declined to state53%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students64%
Females67%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantagedn/a
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only65%
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)65%
Parent education - college graduate69%
Parent education - graduate school/post graduate79%
Parent education - declined to state42%

Math

All Students36%
Females26%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only37%
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)26%
Parent education - college graduate42%
Parent education - graduate school/post graduate52%
Parent education - declined to state39%
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
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 Students59%
Females58%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability60%
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 graduaten/a
Parent education - some college (includes AA degree)37%
Parent education - college graduate67%
Parent education - graduate school/post graduate74%
Parent education - declined to state69%

Math

All Students35%
Females35%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantagedn/a
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability36%
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 graduaten/a
Parent education - some college (includes AA degree)21%
Parent education - college graduate50%
Parent education - graduate school/post graduate48%
Parent education - declined to state31%
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%
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)43%
Economically disadvantagedn/a
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability37%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students73%
Females84%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged67%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)67%
Parent education - college graduate75%
Parent education - graduate school/post graduate100%
Parent education - declined to state77%

General Mathematics (Grades 6 & 7 Standards)

All Students24%
Females23%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged9%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability25%
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 graduate7%
Parent education - some college (includes AA degree)16%
Parent education - college graduate35%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Geometry

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

History - Social Science Grade 8 Cumulative

All Students44%
Females43%
Males48%
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)53%
Economically disadvantaged0%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only45%
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)33%
Parent education - college graduate65%
Parent education - graduate school/post graduate73%
Parent education - declined to state45%

Science

All Students50%
Females51%
Males49%
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)60%
Economically disadvantaged25%
Non-economically disadvantaged54%
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 graduate21%
Parent education - some college (includes AA degree)43%
Parent education - college graduate65%
Parent education - graduate school/post graduate77%
Parent education - declined to state45%
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 Students19%
Females21%
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)20%
Economically disadvantagedn/a
Non-economically disadvantaged22%
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

Algebra II

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

Biology/Life Sciences

All Students15%
Females29%
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)17%
Economically disadvantaged9%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

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 Students61%
Females72%
Males51%
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)63%
Economically disadvantaged53%
Non-economically disadvantaged63%
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 graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate60%
Parent education - graduate school/post graduate83%
Parent education - declined to state50%

General Mathematics (Grades 6 & 7 Standards)

All Students24%
Females15%
Males29%
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 disadvantagedn/a
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability24%
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 graduaten/a
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students31%
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 disadvantaged38%
Students with disabilityn/a
Students with no reported disability31%
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 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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

World History

All Students32%
Females32%
Males32%
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)42%
Economically disadvantagedn/a
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability32%
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)55%
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 Students7%
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 disability8%
English learnern/a
Fluent-English proficient and English only7%
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 Students18%
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 disadvantaged18%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students40%
Females47%
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)45%
Economically disadvantagedn/a
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only41%
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 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

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 Students52%
Females49%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged36%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only52%
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)39%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%

Geometry

All Students29%
Females20%
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)29%
Economically disadvantagedn/a
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability29%
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 graduaten/a
Parent education - declined to staten/a

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

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

Science

All Students48%
Females41%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged27%
Non-economically disadvantaged52%
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 graduaten/a
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%

World History

All Students50%
Females50%
Males50%
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)50%
Economically disadvantagedn/a
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability50%
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 graduaten/a
Parent education - some college (includes AA degree)64%
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 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

Algebra II

All Students8%
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)9%
Economically disadvantagedn/a
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only8%
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 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

Chemistry

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

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 Students49%
Females47%
Males52%
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)51%
Economically disadvantaged45%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only53%
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)32%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state88%

Geometry

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

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

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

Physics

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

U.S. History

All Students35%
Females24%
Males48%
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)38%
Economically disadvantaged36%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only37%
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)21%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%

World History

All Students35%
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)25%
Economically disadvantagedn/a
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability36%
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
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.

89 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
88%

2011

 
 
83%

2010

 
 
86%
Math

The state average for Math was 84% in 2013.

89 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
76%

2011

 
 
74%

2010

 
 
75%
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 Students91%
Females89%
Males94%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to staten/a
Economically disadvantaged67%
Non-economically disadvantaged97%
Economic Status Unknown87%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students81%
Females79%
Males85%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Declined to staten/a
Economically disadvantaged50%
Non-economically disadvantaged85%
Economic Status Unknown87%
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 65%
Hispanic 18%
Two or more races 7%
Black 5%
Asian 3%
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 14%N/AN/A
English language learners 2%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

Percentage of students going to 2-year college 45% (2012)
Percentage of students going to 4-year college 25% (2012)
Percentage of students going to the military 5% (2012)
Percentage of students going to vocational programs 5% (2012)
Percentage of students going directly into the workforce 20% (2012)
Read more about resources at this school
Source: Manually entered by a school official.

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

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Awards

Academic awards received in the past 3 years
  • First Lego League Core Values (2011)
  • First Tech Challenge Inspire (2012)
  • Mock Trial Best Witness and Defense (2011)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Extra learning resources offered
  • Differentiated learning programs

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Garden/Greenhouse
Visual arts
  • Architecture
Clubs
  • Robotics club

Arts & music

Visual arts
  • Architecture
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Instrumental music lessons
  • Theory
  • Vocal lessons / coaching
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production
Clubs
  • Yearbook

Language learning

Foreign languages taught
  • Arabic languages
  • Chinese (Mandarin)
  • French
  • German
  • Italian
  • Japanese
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Health & athletics

School facilities
  • Garden/Greenhouse

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
School leaders can update this information here.

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School basics

School Leader's name
  • Terri Novacek
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (760) 743-7919

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Classical (e.g., focuses on the "classics")
  • Core knowledge
  • Gifted / high performing
  • Independent Study
  • Internships
  • Montessori
  • Project-based
  • Reggio Emilia
  • Standards-based
  • Virtual school
  • Waldorf
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Arabic languages
  • Chinese (Mandarin)
  • French
  • German
  • Italian
  • Japanese
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Extra learning resources offered
  • Acceleration
  • Career/college counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
School facilities
  • Garden/Greenhouse
Partnerships with local resources and organizations
  • Various
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Arts & music

Visual arts
  • Architecture
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Instrumental music lessons
  • Theory
  • Vocal lessons / coaching
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Community service
  • Mock trial competition club
  • Robotics club
  • Student council/government
  • Yearbook
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
More from this school
  • Our goal is to put students in the driver's seat of their education by integrating interests and talents with state standards and 21st century skill development. No two learning plans look alike.
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?


8 out of 10students were accepted for the 2011-2012 school year.


Students accepted for the 2011-2012 school year
160
Applications received for the 2011-2012 school year
200

Planning ahead

College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
Community college courses
School-sponsored trips to college campuses
Visiting teachers or lecturers from colleges
Students' post-graduation plans in 2012
2 year college - 45%
4 year college - 25%
Military - 5%
Vocational - 5%
Workforce - 20%
Notice an inaccuracy? Let us know!

1441 Montiel Road, Suite 143
Suite 143
Escondido, CA 92026
Website: Click here
Phone: (760) 743-7880

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