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Teacher quality
Principal leadership
Parent involvement
As a former student, the principle was never to be seen and some of the counselors treated me as if I were just some 'lost' student that wasn't going to go anywhere. This school felt like it was very divided as opposed to a school like Summit. There were few extracurricular activities, and the ones I was remotely interested in was led by unprofessional teachers who just wanted to facebook everyone. In spite of what the staff thought of me, I graduated (I refused to walk) and am now in university nearly finished with my credentials. I think the school needs a fresh change, establish a sense of unity with the staff and students, and needs to model a school like Summit or like Sequoia middle school which has recently made a positive turn as well.
I attended school for 2 and a half years and the teachers were friendly and helpful, some of them had a nice system, I had trouble at my old school with math, and at the end of the year I was a B+ and A - student.
Definitely agree with the assessment of the dance program posted March 26, 2011. Fantastic program! We also like that the coach for the girls varsity basketball team requires that the varsity players maintain a 3.3 GPA or risk not playing. Much more stringent than other schools that allow their players to skate by with the CIF-minimum. How sad that a few extracurricular programs are the highlight of the school.
—Submitted by a parent
School definitely has its challenges but offers some outstanding programs. One of those being the dance program....The dance program is the best in the Inland Empire and also offers a dance conservatory for students who are interested in pursuing dance after high school. The program offers Royal Academy of Dance ballet certification and has strong relationships with several college dance program. The program rivals many performing arts high school dance programs. It has (was) an amazing experience for my student.....he is currently at Cal State Long Beach as a ...... dance major. :)
—Submitted by a parent
As someone who went to this school, I will say this is the worst high school ever! There are only a handful of teachers who truly care about their students, a few being Mr. Fraley (A math teacher), Mrs. Jensen (a history teacher) and Ms. Minor (an art teacher). As a future parent I would never let my kids step foot in any of their class'. -Sueann
—Submitted by a student
This school really is the best. Currently as a former student of A.B. Miller, I got to say my 4 years at this school i enjoyed. All i got to say is, join extracircu activities, because it makes your experience more useful and well worth it. Many people who believe this school to be the worst is because their student or experience they had, they didn't take advantage of what this school has to offer. Each student needs to become involve to make this school better. I took ASB, Yearbook, joined Disneyclub. I took a few exciting courses such as Photography, i loved it and learned alot! Stained glass was another best class i took, i enjoyed the class and instrutor! Met alot of teachers that cared. I enjoyed each of their company and miss them alot!
—Submitted by a student
Its such a great school; great classes for academic, arts, athlethes
—Submitted by a student
I would definitely recommend A.B. Miller high school as an institution that genuinely cares about the success of it's students. I graduated in 2003 and can confidently say that my experience there was very valuable, as it thoroughly prepared me for a college career. I am currently a pre-med student at a University of California campus, and can honestly say that the top notch faculty, along with the rigorous course work associated with AP courses, prepared me to handle challenging university classwork. The extracurricular activities available at A.B. Miller were abundant, the facilities relatively well taken care of and the competent/knowledgeable faculty made up for what the school lacked in technological resources. I would highly recommend A.B. Miller.
—Submitted by a former student
The current highlight of Miller academics is its history programs, which placed students in multiple competetions this year and won. The extracurricular activities are also particularly strong, the dance program is well-known throughout the region, and are many of the sports teams (Lady Rebel softball did very well this season). For those interested, we also have a great astronomy course that takes students out of the classroom and into the outdoors to view the heavens through various telescopic means. Miller has many opportunities for student success. It is worth your while to visit the campus and meet the faculty.
—Submitted by a teacher
Ab is a pretty cool school, like the teachers are cool and there are some tough courses to take. The extracurricular activities are awesome, especially track and cross country. But there is way too much racial tension now. So it's all about who your friends are. And everyone has their own little groups too. So overall the school is great but I don't like the racial tension because its getting kind of scary. Kids are getting crazy now. But ab is still a cool school.
—Submitted by a student
I went to A.B MIller and graduated in 2003, the school itself is nice, filled with great teachers. the surroundings are nice, i liked looking at the house across the street with the horses. the school has a nice blend of all races not just Hispanic like most people think. their choir program is excellent and overall i think there new approach to learning is great i helps a lot in college. The thing that most people need to know about the school is that the students are number one in this school not like other schools who worry about diciplinary and other thing, don't get me wrong they do dicipline but they don't spend all their time doing that. overall its the best school in Fontana!
I have a daughter and nephew attending A.B. Miller and they both think it is a great school with lots of extra-curricular activities for all children. The best one I enjoy is their NJROTC program the school has great instructors.
—Submitted by a parent
Everyone I've talked to realy underestimates and overlooks this school. By far it's the best school in the area. It's very high on education for all the students there. Go and see for yourself and compare it to any school in the area and you will clearly see that this school is great.
—Submitted by a parent
The area is nice and quite diverse. The administrators keep non-students off campus and the teachers are receptive to concerned parents. Most parents do not let their kids walk to or from school because of the rural settings so traffic is a mess during the year.
—Submitted by a parent
The school in itself is not too bad, it isn't in the best area but the city is developing quickly and the empty lots around the school will soon be filled with brand new housing. As for the last comment, the school is somewhat diverse. It's not that 'if you're not hispanic you don't belong' the caucasian students are welcome in any group many of them do choose to intergrate. The problem is that the caucasian students that do complain feel they are too good to 'hang around' with us. Which forces me to ask, 'if you're too good for us and so high class what are you doing in Fontana?' Honestly we all know this isn't the Ritz.
—Submitted by a former student
I'm a former student of Miller. I attended Miller High for 4 yrs. It's a great school, with outstanding teachers, esp. the ROTC instructors. The student has to take advantage of what the school has to offer, which will make their experience there a better one. You just have to apply yourself.
—Submitted by a former student
Great teachers who care about the students. Not just in a teacher to student way. But, also a friend to friend way.
—Submitted by a former student
The school is surrounded by abandoned houses and empty fields. Doesn't seem very safe. It is the best school around the area but still not a very good school.Most people say it's diverse, in my opinion.. it's more like if you're not Hispanic, then you don't belong.
—Submitted by a former student
I realy like this school for my child because it is a very safe and nice school. In a nice area buming with new housing all around it. It's in the better part of the city. They also have great extracurricular activities. They offer many different courses. The magority of the student population is Hispanic and this school realy is bilingual. Overall it is a good school.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% 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 25% in 2012.
396 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.
286 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
373 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
599 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.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
197 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.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
193 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
270 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
262 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
617 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
270 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.
622 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
680 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.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
172 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
601 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
184 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.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
654 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 | 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 |
| Other 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 |
| 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 |
| Other 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 |
| 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 |
| Other 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 |
| 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 |
| Fluent-English proficient and English only | 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other 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 |
| 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 |
| Other 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 | 24% |
| Females | 24% |
| Males | 23% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 20% |
| Students with disability | 19% |
| Students with no reported disability | 24% |
| English learner | 7% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 8% |
| 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 | 56% |
| Females | 52% |
| Males | 61% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 10% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 19% |
| Females | 9% |
| Males | 26% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| 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) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 11% |
| Students with disability | 7% |
| Students with no reported disability | 22% |
| English learner | 7% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 46% |
| Females | 49% |
| Males | 43% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| 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) | 71% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 40% |
| Students with disability | 7% |
| Students with no reported disability | 48% |
| English learner | 6% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | 21% |
| All Students | 3% |
| Females | n/a |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | n/a |
| Students with disability | 3% |
| Students with no reported disability | n/a |
| English learner | 4% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| 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 | 0% |
| All Students | 27% |
| Females | 24% |
| Males | 30% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | 0% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 32% |
| 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 |
| 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 | 9% |
| Females | 9% |
| Males | 8% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 3% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 49% |
| Females | 44% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 29% |
| Females | 24% |
| Males | 35% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 33% |
| Students with disability | 11% |
| Students with no reported disability | 33% |
| English learner | 15% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 26% |
| Females | 17% |
| Males | 37% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 46% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 34% |
| Females | 24% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 17% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 46% |
| Females | 48% |
| Males | 42% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| 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 | 45% |
| Non-economically disadvantaged | 51% |
| Students with disability | 21% |
| Students with no reported disability | 46% |
| English learner | 5% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 42% |
| All Students | 11% |
| Females | 8% |
| Males | 17% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| 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 | 50% |
| Females | 48% |
| Males | 52% |
| African American | 34% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 46% |
| Students with disability | 24% |
| Students with no reported disability | 51% |
| English learner | 16% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 46% |
| All Students | 44% |
| Females | 39% |
| Males | 51% |
| African American | 31% |
| Asian | n/a |
| Filipino | n/a |
| 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) | 46% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 45% |
| Students with disability | 5% |
| Students with no reported disability | 50% |
| English learner | 16% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | 39% |
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 | 5% |
| Females | 5% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 7% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | 25% |
| Males | 16% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | 11% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 47% |
| Females | 53% |
| Males | 38% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 58% |
| Students with disability | 6% |
| Students with no reported disability | 50% |
| English learner | 3% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 10% |
| Females | 8% |
| Males | 14% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 0% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 29% |
| Females | n/a |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 18% |
| 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 | 45% |
| Females | 48% |
| Males | 43% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 46% |
| Students with disability | 8% |
| Students with no reported disability | 47% |
| English learner | 6% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | 48% |
| All Students | 6% |
| Females | 5% |
| Males | 6% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 8% |
| Students with disability | 0% |
| Students with no reported disability | 6% |
| English learner | 5% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 27% |
| Females | 22% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 42% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| 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 | 35% |
| Females | 29% |
| Males | 41% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 41% |
| Students with disability | 5% |
| Students with no reported disability | 38% |
| English learner | 10% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | 28% |
| 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.
686 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
690 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 | 81% |
| Females | 86% |
| Males | 77% |
| African American | 72% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 78% |
| Economic Status Unknown | 79% |
| Students with disability | 25% |
| Tested with modifications | n/a |
| English learner | 58% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 82% |
| Females | 85% |
| Males | 80% |
| African American | 73% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 75% |
| Economic Status Unknown | 81% |
| Students with disability | 29% |
| Tested with modifications | n/a |
| English learner | 63% |
| 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
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 | 82% | 49% | ||
| African American | 8% | 7% | ||
| White | 8% | 28% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Asian | 1% | 8% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 29% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 65% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 97% | 85% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| All other non-English languages | 0% | 1% | ||
| French | 0% | 0% | ||
| German | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Samoan | 0% | 0% | ||
| Tigrinya | 0% | 0% | ||
| Tongan | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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6821 Oleander Avenue
Fontana,
CA 92336
Website: Click here
Phone: (909) 357-5800
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