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Teacher quality
Principal leadership
Parent involvement
Etiwanda is an excellent HS. My oldest son graduated in 2012 and my middle son is a freshman. I have seen so many outstanding teachers and I believe my kids are getting an excellent education, for a public HS. Etiwanda prepares interested students for college and the the strong state testing scores support the quality of this school. The only negative is the school is old and outdated, but with the bond measure that passed in Nov 2011, that will provide new and improved facilities. If I had to enroll my kids again, I would! P.S. the boys and girls basketball teams are among the best in CA!
—Submitted by a parent
Even though this school has an 8 on the API, I feel it credited to the students. My daughter has some of the worst non caring teachers and counselor ever! She came from a very caring school with the same API to a non caring school. Even their lunch staff is the worst. expired food, no you can't have that food. It is true about the counselor- My daughters counselor gets mad when I come in and tells my daughter she needs to handle it herself. He intimates her. Im thinking twice about letting my 3 other children go there if things do not improve!
—Submitted by a parent
Etiwanda High is not perfect; NO school is - but, they have some great teachers, a few good counselors and one or 2 good administrators. Unfortunately, a couple of men at "the top" do not seem to adhere to high moral standards. API (scores ONLY) and athletics seem to be their priorities and we've noticed morale is very low at the school, which is a shame considering there are so many GOOD staff members there and pretty awesome students.
—Submitted by a parent
All three of my sons attended EHS throughout the course of ten years. My youngest son is a senior and I have to say it has been painful seeing a school go from great to poor. The school is suffering from a lack of quality students and parents. The administration and faculty are not at fault, the socioeconomic conditions and demographics in the area have changed and the school reflects that. EHS has gone from clean and wholesome to rundown and urban.
—Submitted by a parent
I have seen this school go from good to horrible in the five years that I have had students attending there. The councellors are hard to reach and then when you do approach them with concerns they brush the student off and tell them that they need to learn to deal with things. And there is gum everywhere and there has been for five years. Then there is the athletic program. It is all basketball...you would not know there are other sports at the school. My daughter has had four coaches in her four year there each one worse than the other. This new set of coaches are hypocritical and condesending to the athletes. When approached by the team they deny what they do and it is no use to talk to the pricinpal because he just sits in his office wearing his shiny patent leather shoes and smiles all day long. A real winner of a school.
—Submitted by a parent
It's a shame parents want to blame the school for their child's lack of academic success. They want phone calls home -- REALLY? With overt 3,000 students? They get a progress report every 6 weeks-- READ it! Also, there are some blatant lies on here. EHS does NOT have fights everyday. Counselors are not lazy.The school grounds have been improved. No school is perfect, but Etiwanda is better than MANY. My son received a good education and went on to graduate with 4 year degree. Not every teacher is great, but there are SO MANY who are.
—Submitted by a parent
Etiwanda Highschool has given my daugther the opportunity to get an excellent education and learn a sport that she enjoys playing.
—Submitted by a parent
I loved my years at Etiwanda. There are always teachers and students that give a school a bad reputation, but its unfortunate because there are some amazing teachers who go out of there way for you (rarely seen today). Students are great, no real racial tension which is a big factor. The student before me must not have had the same counselor as me. Mine was constantly riding me to achieve. Eagle for life!
—Submitted by a student
I am currently in my last year of high school at Etiwanda. I have attended Etiwanda all four years. I will start with the campus, the campus is dirty with gum in every possible area. The administration really does not do much besides hide in the office. The counselors are down right lazy. They often sound annoyed when you need to talk to them about something but they are productive. The majority of teachers are not very great but there are a few exceptional ones who have changed my life.
—Submitted by a student
I am currently a sophomore at EHS. While this school certainly has a lot to offer, such as an excellent Latin program, and a high-achieving band, it also has its problems. Namely, the administration. They lack motivation and come off as lazy. If an honors student, let alone an average one, comes in with any sort of problem, the administration handles them quickly as if they were an annoyance, rather than their purpose. Based on my own personal experience, many of the counselors lack professionalism. Other than this, EHS is a wonderful school, with an exceptional honors program, especially in sciences and world history. It's cultural diversity is an unusual sort, as aspects of racial tensions are slim to none.
—Submitted by a student
This school is an embarrassment. The student body looks like there is no enforcement of a dress code at all. And the students act like they just crawled out of the ghetto. There are fights daily and the academic enviroment is inconsistent at best.
—Submitted by a parent
I relocated from LA to Fontana and moved my children from the Los Angeles Center for Enriched Studies (LACES) to Etiwanda High - big mistake. I always attend school meetings and later notice that what is promised is not delivered but when I bring it to the attention of the teachers and counselor, there is always an excuse. On another note, why is it that we get regular calls about school activities and monies owed but no calls about the progress of our children? Isn't that as important?
—Submitted by a parent
I do not think it is a teachers fault if they 'fail to contact a parent' when a student is performing poorly. Part of preparing for college is becoming a responsible individual, which means seeking help on your own, not making your parents do it for you. Will your college professors call your parents when you are failing their course? I think Etiwanda is just as good a school as any other, and I'm glad to have gone there.
—Submitted by a student
My daughter is a senior and graduating in 2010. I am happy this school will be behind us. There is no consistancy in the teaching. After being an A student in English for the first two years she suffered through Junior year and survived with a C+. In that class they wrote only one essay the whole year and piddled about with vocabulary cards. Because of this she couldn't do the swim team. Same in U.S. History, the teacher unindated my daughter with homework (i.e. who needs to memorize the names and sentences of all 32 members of the Watergate incident and know every country in Europe), while her friends class has one page of memorization on the US. No satisfaction from talking to counsellor or the principal of instruction. Now in senior year English she is back to an A.
—Submitted by a parent
As a parent of a child who is 'academically challenged' I feel that the school finds this either the 'parent's fault' or 'extra work' for the school. This school has lost their passion to see students strive, students of all academic levels. Their word and/or ideas are generous but the actions do not follow. Once again another school that puts their focus only on the gifted because it is easier.
—Submitted by a parent
The teachers here are wonderful especially Mrs. Bryce the latin teacher and we have the best drama program in the district. WAY TO GO MR.KILEY. Hey we may not have the equipment but we have the spirit and for all the parents out their don't be so hard on our teachers they are the best and i really like this school. Especially as you get older.
—Submitted by a student
Music program has a long history of excellence-- next year the marching band is heading to London to perform. Have a wide range of diversity in the crowds.
—Submitted by a parent
While I agree that it is the parents responsibility to be involved in their childs education, it is extremely difficult when you are met with school staff that is not responsive. I did run into difficulties and did try to reach out to the counselor, dean of students and teachers to no avail. It always amazes me how supportive they are of kids that are doing well, when it's the kids that aren't excelling that need the help. But I guess that would be more work.
—Submitted by a parent
Etiwanda High School has the potential to be a top educational campus. In order for students to be successful a partnership must exist between the student, parent and teacher. My son is currently in the AVID program. Remember hard work equals success,
—Submitted by a parent
I think this school is a terrible attempt to make students overacheive. No stadium, the football team stinks, the administration is terrible.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
495 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
325 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
465 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
786 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
248 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
566 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
714 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
320 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
712 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
716 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
288 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
748 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
194 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
751 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 44% |
| Females | 45% |
| Males | 42% |
| African American | 37% |
| Asian | n/a |
| Filipino | 52% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 47% |
| Students with disability | 18% |
| Students with no reported disability | 46% |
| English learner | 0% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 47% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 75% |
| Males | 82% |
| African American | 73% |
| Asian | 86% |
| Filipino | 88% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 86% |
| All Students | 47% |
| Females | 40% |
| Males | 54% |
| African American | 34% |
| Asian | n/a |
| Filipino | 62% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 50% |
| Students with disability | 25% |
| Students with no reported disability | 52% |
| English learner | 0% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 58% |
| All Students | 70% |
| Females | 73% |
| Males | 67% |
| African American | 54% |
| Asian | 95% |
| Filipino | 87% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 75% |
| Students with disability | 12% |
| Students with no reported disability | 76% |
| English learner | 7% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 76% |
| All Students | 10% |
| Females | 0% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 6% |
| Students with disability | 10% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 60% |
| Males | 69% |
| African American | 45% |
| Asian | 84% |
| Filipino | 72% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 77% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 18% |
| Females | 16% |
| Males | 20% |
| African American | 24% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 21% |
| Students with disability | 13% |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 64% |
| Males | 68% |
| African American | 50% |
| Asian | 77% |
| Filipino | 67% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 43% |
| Males | 42% |
| African American | 41% |
| Asian | 68% |
| Filipino | 75% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 49% |
| Students with disability | 13% |
| Students with no reported disability | 47% |
| English learner | 15% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 35% |
| All Students | 78% |
| Females | 76% |
| Males | 80% |
| African American | 55% |
| Asian | 90% |
| Filipino | 82% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 64% |
| Males | 51% |
| African American | 54% |
| Asian | 79% |
| Filipino | 78% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | 19% |
| Students with no reported disability | 61% |
| English learner | 7% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 38% |
| All Students | 19% |
| Females | 15% |
| Males | 21% |
| African American | 15% |
| Asian | 15% |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 20% |
| Students with disability | 19% |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | 28% |
| Parent education - declined to state | 18% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 56% |
| Males | 52% |
| African American | 49% |
| Asian | 86% |
| Filipino | 66% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 63% |
| Students with disability | 21% |
| Students with no reported disability | 58% |
| English learner | 14% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 41% |
| All Students | 53% |
| Females | 51% |
| Males | 55% |
| African American | 48% |
| Asian | 71% |
| Filipino | 63% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 60% |
| Students with disability | 25% |
| Students with no reported disability | 56% |
| English learner | 7% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 45% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 21% |
| Males | 24% |
| African American | 13% |
| Asian | 58% |
| Filipino | 25% |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 37% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 69% |
| Males | 74% |
| African American | 56% |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 36% |
| Males | 46% |
| African American | 38% |
| Asian | 60% |
| Filipino | 52% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 39% |
| Males | 56% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 57% |
| Males | 51% |
| African American | 49% |
| Asian | 85% |
| Filipino | 74% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 60% |
| Students with disability | 9% |
| Students with no reported disability | 59% |
| English learner | 6% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 41% |
| All Students | 6% |
| Females | 5% |
| Males | 8% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 7% |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | 7% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 53% |
| Males | 63% |
| African American | 48% |
| Asian | 67% |
| Filipino | 68% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 55% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 50% |
| Males | 58% |
| African American | 47% |
| Asian | 82% |
| Filipino | 72% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 57% |
| Students with disability | 14% |
| Students with no reported disability | 58% |
| English learner | 6% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 44% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
720 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
718 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 92% |
| Females | 96% |
| Males | 88% |
| African American | 90% |
| Asian | 95% |
| Filipino | 97% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Declined to state | 90% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 100% |
| Students with disability | 62% |
| Tested with modifications | n/a |
| English learner | 67% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 92% |
| Females | 93% |
| Males | 90% |
| African American | 85% |
| Asian | 98% |
| Filipino | 97% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 90% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 100% |
| Students with disability | 61% |
| Tested with modifications | n/a |
| English learner | 79% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 36% | 49% | ||
| White | 23% | 28% | ||
| African American | 22% | 7% | ||
| Multiple or No Response | 7% | 3% | ||
| Asian | 6% | 8% | ||
| Filipino | 5% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 20% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 62% | 85% | ||
| Korean | 12% | 1% | ||
| Mandarin (Putonghua) | 6% | 1% | ||
| Thai | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| French | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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13500 Victoria Avenue
Etiwanda,
CA 91739
Website: Click here
Phone: (909) 899-2531
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