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Teacher quality
Principal leadership
Parent involvement
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.
this school is extremely fun its full of fun exciting things to do from dancing to sports or just fun.
—Submitted by a student
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
364 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
359 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.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
111 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
229 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
437 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
187 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
432 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
452 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
356 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
70 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
371 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 | 10% |
| Females | 10% |
| Males | 10% |
| African American | 7% |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 12% |
| Students with disability | 17% |
| Students with no reported disability | 10% |
| English learner | 14% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | 17% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 38% |
| Females | 32% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 35% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 36% |
| Males | 34% |
| African American | 21% |
| Asian | 39% |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 48% |
| Students with disability | 8% |
| Students with no reported disability | 37% |
| English learner | 3% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 25% |
| All Students | 0% |
| 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 |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| 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 | 41% |
| Females | 47% |
| Males | 36% |
| African American | 23% |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| 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) | 57% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 61% |
| Students with disability | 19% |
| Students with no reported disability | 42% |
| English learner | 6% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 30% |
| All Students | 12% |
| Females | n/a |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | 8% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| 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 | 15% |
| Females | 14% |
| Males | 15% |
| African American | n/a |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 17% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 20% |
| 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 | 1% |
| Females | 3% |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 24% |
| Males | 29% |
| African American | 36% |
| Asian | 38% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 28% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 16% |
| Males | 17% |
| African American | 15% |
| Asian | 17% |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 11% |
| Students with disability | 8% |
| Students with no reported disability | 18% |
| English learner | 0% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | 9% |
| Parent education - declined to state | 26% |
| All Students | 41% |
| Females | 29% |
| Males | 49% |
| African American | 27% |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 49% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 39% |
| Males | 42% |
| African American | 21% |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 44% |
| Students with disability | 13% |
| Students with no reported disability | 42% |
| English learner | 6% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 21% |
| All Students | 6% |
| Females | 7% |
| Males | 5% |
| African American | 0% |
| Asian | 6% |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 14% |
| 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 | 27% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 27% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 9% |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 30% |
| 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 | 37% |
| Females | 35% |
| Males | 38% |
| African American | 27% |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| 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 | 34% |
| Non-economically disadvantaged | 47% |
| Students with disability | 23% |
| Students with no reported disability | 38% |
| English learner | 8% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 21% |
| All Students | 37% |
| Females | 29% |
| Males | 43% |
| African American | 22% |
| Asian | 45% |
| 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 | 36% |
| Non-economically disadvantaged | 40% |
| Students with disability | 13% |
| Students with no reported disability | 39% |
| English learner | 12% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 22% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 10% |
| Females | 7% |
| Males | 13% |
| African American | 0% |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 7% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 12% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 10% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 0% |
| All Students | 43% |
| Females | 50% |
| Males | 35% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 11% |
| Males | 25% |
| African American | 21% |
| Asian | 19% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | 9% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | 28% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| 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 | 38% |
| Females | 41% |
| Males | 36% |
| African American | 35% |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 60% |
| Students with disability | 6% |
| Students with no reported disability | 40% |
| English learner | 2% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 18% |
| All Students | 3% |
| Females | 0% |
| Males | 4% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 21% |
| Males | 40% |
| African American | n/a |
| Asian | 29% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 16% |
| Males | 21% |
| African American | 19% |
| Asian | 8% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 24% |
| Students with disability | 6% |
| Students with no reported disability | 20% |
| English learner | 0% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 40% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 15% |
| All Students | 46% |
| Females | 42% |
| Males | 50% |
| African American | 48% |
| Asian | 34% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 68% |
| Students with disability | 14% |
| Students with no reported disability | 50% |
| English learner | 4% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 41% |
| 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.
471 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
471 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 | 82% |
| Females | 85% |
| Males | 79% |
| African American | 70% |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | n/a |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 51% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 82% |
| Females | 82% |
| Males | 81% |
| African American | 70% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Declined to state | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | n/a |
| Students with disability | 44% |
| Tested with modifications | n/a |
| English learner | 61% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
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 | 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 58% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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5550 North First Street
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