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GreatSchools Rating

Herbert Hoover High School

Public | 9-12 | 1960 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
No new ratings
2010:
Based on 3 ratings

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19 reviews of this school


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Posted August 29, 2010

Attending Hoover had been one of the best experience thus far in my life. Yes, sometimes I had trouble with my schedule, classes, or had an issue to handle in the office in which my problem was not addressed right away, but there was always someone there to help me in any way possible. I would recommend HHS to anybody and everybody. The teachers there are top notch and if you are one of the parents who posted negative things about the teachers not caring, it's YOUR fault for letting your child slip up. Do your job as a parent and do not leave the discipline to the teachers to handle; having your ignorant child as a student is probably hard enough already. But whatever the circumstance, Hoover is, and always will be better than Bullard.


Posted February 2, 2010

this school is extremely fun its full of fun exciting things to do from dancing to sports or just fun.
—Submitted by a student


Posted September 5, 2009

I have not found that Hoover is coopertive with notifying parents of absences, my daughter missed 8 days in one class one semester and I was never notified. They also never made sure she had at least a 2.0 to participate in band events even though it caused her to miss school at times. I have been very disapointed in Hoover, they seem to have the attitude that they could do these things if they were a bigger school, I think they could do these things if they would put in a little effort. If the school is not willing to put in the effort it does not give the kids much reason to want to put in much effort. My daughter failed a class last year with no notification or contact of any kind from the teacher that was not initiated by me.
—Submitted by a parent


Posted April 11, 2009

The school lets students and parent shirk responsibility. My junior leaves campus for lunch as does his friends and they are not stopped. The dress code is not inforced. When I went on campus to discuss a cut my child had, there were around forty or so students wandering the campus even though it was during a class period.
—Submitted by a parent


Posted January 15, 2009

I think this school is great my son loves it. He's doing so good. Hoover teachers thank you,and keep up the good work
—Submitted by a parent


Posted June 5, 2008

Hoover H.S. needs a quality principal and teachers who are committed to the students learning. Staff who inspire the students and lead by example with professionalism and adept. We have not had good experiences with staff this school year. I would not recommend Hoover H.S. to anyone who cares about their child.
—Submitted by a parent


Posted February 27, 2008

Three of our children have attended HHS and all of them have done very well there. There actually is a very good blend of cultural, ethnic, academic, and activity backgrounds. Many of the teachers are very caring people doing the best they can. Yes, there are some teachers who appear pretty weak, but overall it's been a good experience.
—Submitted by a parent


Posted August 6, 2007

This school is the best school ever because most of the teachers teach good stuff to students in the county. Also, lot's of nice people over there treats you good. Therefore, I say it's a 10/10.
—Submitted by a student


Posted May 6, 2006

I have had three children participate in this school and two have graduated. I have no complaints at this time. I have nothing but good to say about this school. They have always taken care of my childrens needs and wants. Good job Hoover !
—Submitted by Denise Cooper, a parent


Posted August 19, 2005

I visit dozens of schools throughout the country each year. Hoover is among the worst. The reason is simple. Administration supports and even encourages teachers who choose to ignore their responsibilities to the students. I've witnessed it numerous times.
—Submitted by Kevin, a parent


Posted July 29, 2005

Hoover has a very diverse population. Myself as well as two of my siblings have graduated from Hoover, while the youngest is now attending Hoover. I was able to thrive in this environment. I was involved in the theatre program which was very strick in its rules about grades and maintaining a 2.0 GPA. I really enjoyed many of the teachers who took the time with those student who asked as well as those who might of been afraid to ask. It was very easy for me to make meetings with an advisor, even during the transition of Principals and advisors. I had a very memorable time and was able to meet other students from different background, ethnically, educationally and socially.
—Submitted by a former student


Posted March 31, 2005

There are several areas that Hoover High must address to bring the educational standards up to where the school used to be. 1. The academic counselors did not, and have not met the needs of many of the students. I know of several seniors, including my daughter, who found out they did not meet the A-G requirements to get into a four year college. Why is that? As a parent, I called several times to make sure my daughter was on the right path. Now, my student is taking a night class so she can attend the university. 2. I have been attending back to school nights for the last eight years, I have seen a decline in the excitment and moral of the teachers. 3. School spirit is a problem- the students don't seem to take pride in their school, activities are far and few between with low student turn out.
—Submitted by Laura, a parent


Posted December 26, 2004

Teachers are not really concerned about the students as they say they are. Parents have to contact the teachers reguardless of how the student is duing in class. All the teachers have the same answer to many students in class and my daughters are in upper level classess.
—Submitted by a parent


Posted June 22, 2004

How can a student have over 25 class absences in one semester and the school not notify the parents? No letters, no phone calls , nothing. I am not very happy with this.
—Submitted by a parent


Posted May 5, 2004

My daughter graduated from Hoover in 2002 and my son will graduate in 2005. They have had positive experiences, both in the classroom and in their extra-curricular activities. Mr. Ikeda, Mr. Froese, Mrs. Loyear, Mrs. Markovich, and Coach Plummer have all been wonderful teachers and role models for my kids.
—Submitted by a parent


Posted November 10, 2003

For the most part, the teaching staff at Hoover High School directs their attention to the students that are 'easy' to teach. The students that are more of a challenge are being shuffled through the system without proper attention. There are not enough resources and the teachers are stretched thin but these young adults are our future and I fear we are in big trouble. I have a child that is failing all the classes, despite my best efforts to get him on the right path. There are now signs of discipline problems due to his frustration at not being able to comprehend the assignments and the school has not taken any action! I have begged for assistance and get shrugged shoulders. Look elsewhere for an education.
—Submitted by a parent


Posted September 9, 2003

My 2 kids transferred to Hoover. They are very happy with everything about the school and staff. Their grades have greatly improved since coming to Hoover
—Submitted by a parent


Posted September 3, 2003

My two children graduated from HHS. It was a fantastic social and academic environment for them. They were happy, active, and had supportive caring teachers. I highly recommend Hoover!
—Submitted by a parent


Posted August 26, 2003

when I asked for help in getting my sons grade up to passing in a math class they just moved him to an art class and passed him thru...
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

714

Change from
2011 to 2012

+28

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

714

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+28

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

3 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

189 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
11%

2010

 
 
8%

2009

 
 
10%
Algebra II

The state average for Algebra II was 69% in 2012.

50 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
24%

2010

 
 
50%

2009

 
 
60%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

364 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
32%

2010

 
 
29%

2009

 
 
35%
Earth Science

The state average for Earth Science was 39% in 2012.

11 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
10%
English Language Arts

The state average for English Language Arts was 57% in 2012.

359 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
41%

2010

 
 
37%

2009

 
 
39%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

18 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
4%

2010

 
 
4%

2009

 
 
2%
Geometry

The state average for Geometry was 48% in 2012.

111 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
14%

2010

 
 
28%

2009

 
 
20%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

80 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
6%

2010

 
 
4%

2009

 
 
5%
Algebra II

The state average for Algebra II was 42% in 2012.

139 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
16%

2010

 
 
18%

2009

 
 
20%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

229 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
19%

2010

 
 
14%

2009

 
 
18%
Chemistry

The state average for Chemistry was 51% in 2012.

150 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
44%

2010

 
 
40%

2009

 
 
56%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

437 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
34%

2010

 
 
35%

2009

 
 
32%
Geometry

The state average for Geometry was 17% in 2012.

187 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
4%

2010

 
 
6%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

25 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
41%

2010

 
 
68%

2009

 
 
45%
Science

The state average for Science was 53% in 2012.

432 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
37%

2010

 
 
34%

2009

 
 
31%
World History

The state average for World History was 46% in 2012.

452 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
31%

2010

 
 
35%

2009

 
 
29%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
10%

2009

 
 
4%
Algebra II

The state average for Algebra II was 15% in 2012.

141 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
13%

2010

 
 
9%

2009

 
 
4%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

56 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
22%

2010

 
 
20%

2009

 
 
49%
Chemistry

The state average for Chemistry was 34% in 2012.

110 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
25%

2010

 
 
18%

2009

 
 
13%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

356 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
34%

2010

 
 
29%

2009

 
 
35%
Geometry

The state average for Geometry was 9% in 2012.

70 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
2%

2010

 
 
4%

2009

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

78 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
28%

2010

 
 
21%

2009

 
 
21%
Physics

The state average for Physics was 56% in 2012.

177 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
15%

2010

 
 
13%

2009

 
 
35%
U.S. History

The state average for U.S. History was 48% in 2012.

371 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
43%

2010

 
 
29%

2009

 
 
43%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
7%

2009

 
 
11%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students10%
Females10%
Males10%
African American7%
Asian25%
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged10%
Non-economically disadvantaged12%
Students with disability17%
Students with no reported disability10%
English learner14%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented17%
Parent education - not a high school graduate7%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)15%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Algebra II

All Students38%
Females32%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented35%
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)33%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students35%
Females36%
Males34%
African American21%
Asian39%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged32%
Non-economically disadvantaged48%
Students with disability8%
Students with no reported disability37%
English learner3%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate23%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)39%
Parent education - college graduate57%
Parent education - graduate school/post graduate38%
Parent education - declined to state25%

Earth Science

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students41%
Females47%
Males36%
African American23%
Asian46%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged36%
Non-economically disadvantaged61%
Students with disability19%
Students with no reported disability42%
English learner6%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate32%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)47%
Parent education - college graduate57%
Parent education - graduate school/post graduate31%
Parent education - declined to state30%

General Mathematics (Grades 6 & 7 Standards)

All Students12%
Femalesn/a
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disability8%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students15%
Females14%
Males15%
African Americann/a
Asian30%
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged14%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talented17%
Parent education - not a high school graduate6%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)13%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 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

Algebra I

All Students1%
Females3%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learner0%
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students26%
Females24%
Males29%
African American36%
Asian38%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)29%
Economically disadvantaged26%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented28%
Parent education - not a high school graduate33%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)30%
Parent education - college graduate20%
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

Biology/Life Sciences

All Students17%
Females16%
Males17%
African American15%
Asian17%
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged18%
Non-economically disadvantaged11%
Students with disability8%
Students with no reported disability18%
English learner0%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate16%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)16%
Parent education - college graduate9%
Parent education - graduate school/post graduate9%
Parent education - declined to state26%

Chemistry

All Students41%
Females29%
Males49%
African American27%
Asian42%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged38%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented49%
Parent education - not a high school graduate37%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)43%
Parent education - college graduate48%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students41%
Females39%
Males42%
African American21%
Asian45%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged40%
Non-economically disadvantaged44%
Students with disability13%
Students with no reported disability42%
English learner6%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate35%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)43%
Parent education - college graduate50%
Parent education - graduate school/post graduate59%
Parent education - declined to state21%

Geometry

All Students6%
Females7%
Males5%
African American0%
Asian6%
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged4%
Non-economically disadvantaged14%
Students with disability0%
Students with no reported disability6%
English learner5%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduate4%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)7%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students32%
Females27%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged9%
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students37%
Females35%
Males38%
African American27%
Asian33%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged34%
Non-economically disadvantaged47%
Students with disability23%
Students with no reported disability38%
English learner8%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate31%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)39%
Parent education - college graduate47%
Parent education - graduate school/post graduate45%
Parent education - declined to state21%

World History

All Students37%
Females29%
Males43%
African American22%
Asian45%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged36%
Non-economically disadvantaged40%
Students with disability13%
Students with no reported disability39%
English learner12%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate35%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)42%
Parent education - college graduate50%
Parent education - graduate school/post graduate45%
Parent education - declined to state22%
Scale: % proficient or advanced

About the tests


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

Algebra I

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

Algebra II

All Students10%
Females7%
Males13%
African American0%
Asian18%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged10%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability9%
English learner7%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented12%
Parent education - not a high school graduate8%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)13%
Parent education - college graduate10%
Parent education - graduate school/post graduate27%
Parent education - declined to state0%

Biology/Life Sciences

All Students43%
Females50%
Males35%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students18%
Females11%
Males25%
African American21%
Asian19%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged20%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability19%
English learner9%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talented28%
Parent education - not a high school graduate9%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)18%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Earth Science

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

English Language Arts

All Students38%
Females41%
Males36%
African American35%
Asian33%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged33%
Non-economically disadvantaged60%
Students with disability6%
Students with no reported disability40%
English learner2%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate24%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)50%
Parent education - college graduate55%
Parent education - graduate school/post graduate57%
Parent education - declined to state18%

Geometry

All Students3%
Females0%
Males4%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students30%
Females21%
Males40%
African Americann/a
Asian29%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
White (not Hispanic)37%
Economically disadvantaged29%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented32%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)29%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students19%
Females16%
Males21%
African American19%
Asian8%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
White (not Hispanic)38%
Economically disadvantaged18%
Non-economically disadvantaged24%
Students with disability6%
Students with no reported disability20%
English learner0%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented40%
Parent education - not a high school graduate4%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)29%
Parent education - college graduate27%
Parent education - graduate school/post graduate36%
Parent education - declined to state15%

U.S. History

All Students46%
Females42%
Males50%
African American48%
Asian34%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged41%
Non-economically disadvantaged68%
Students with disability14%
Students with no reported disability50%
English learner4%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate33%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)55%
Parent education - college graduate60%
Parent education - graduate school/post graduate62%
Parent education - declined to state41%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

471 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
76%

2010

 
 
75%

2009

 
 
75%
Math

The state average for Math was 84% in 2012.

471 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
77%

2010

 
 
78%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students82%
Females85%
Males79%
African American70%
Asian90%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to staten/a
Economically disadvantaged80%
Non-economically disadvantaged90%
Economic Status Unknownn/a
Students with disability36%
Tested with modificationsn/a
English learner51%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students82%
Females82%
Males81%
African American70%
Asian93%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Declined to staten/a
Economically disadvantaged81%
Non-economically disadvantaged88%
Economic Status Unknownn/a
Students with disability44%
Tested with modificationsn/a
English learner61%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 44% 49%
White 25% 28%
Asian 15% 8%
African American 14% 7%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Pacific Islander 1% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 258%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 48% 85%
Hmong 36% 1%
Khmer (Cambodian) 3% 0%
Lao 3% 0%
All other non-English languages 2% 1%
Armenian 1% 1%
Cantonese 1% 2%
Filipino (Pilipino or Tagalog) 1% 1%
Russian 1% 0%
Somali 1% 0%
Arabic 0% 1%
Farsi (Persian) 0% 0%
French 0% 0%
German 0% 0%
Indonesian 0% 0%
Mandarin (Putonghua) 0% 1%
Ukrainian 0% 0%
Vietnamese 0% 2%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 17N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 97%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

5550 North First Street
Fresno, CA 93710
Website: Click here
Phone: (559) 451-4000

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