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Teacher quality
Principal leadership
Parent involvement
Roosevelt is a amazing place to be! I know there are many misconceptions about RHS but it is truly a wonderful place to be. There RSA magnet program is truly a gem of a thing. The teachers are very nice and supportive of the students. They have many performing arts programs to choose from. The Dance, Choir & Drama programs are Wonderful! The Voice teacher Mr. Woods makes the choir class fun and exciting to go. He is also very supportive and willing to help the students reach there full potiental. The regular acadmic class teachers are very helpful as well. I feel RHS is one of the best schools in the central valley!
—Submitted by a student
I graduated from Roosevelt School of the Arts and had an awesome experience. I would recommend people try and join the program because it offers so much. I know there are misconceptions about Roosevelt and it is really sad because it is a great school. Many people are going to miss out on the experience, it s not as bad as people make it seem. I felt really safe there. I was learning and having fun the entire time; HS was easy to me because of RSA. I want to thank all the teachers there for all they do, because of you I might have never been accepted into a university. Thanks for pushing me to strive to be better, the dedication and wisdom and thank you for working at Roosevelt even though you were all told how horrible it was! :-) I will always be proud to be a Rough Rider!!
—Submitted by a student
I graduated from the Arts program in 2007 and wouldn't have had it any other way. This was an excellent school that pushed me to succeed. It offers many classes with wonderful teachers. The Arts program allowed me to grow and brought me together with some wonderful people. If you have any reservations about this school; D'ont. The area it's in isn't as bad as it appears. I felt safer on Roosevelts campus than I do anywhere else.
—Submitted by a student
great school to have your child there. Used to be a student. Great school programs. availability of music,art,sports and other extracurricular activities
—Submitted by a student
Sure I had reservations about the overall school, but are they worse than any other? Not really. The Roosevelt School of the Arts Magnet Program within Roosevelt High is an incredible program full of teachers extremely dedicated to their craft and the willingness to share their talents so students acheive their dream. This Program has been the highlight of my childs teen years and I wouldn't trade this program for any other out there. The students strive to succeed and without everyone's dedication this Program wouldn't be what it is today. What teenager works so hard for a school to succeed? If your teen has the Arts in their blood look into the many programs that are available to them at Roosevelt School of the Arts. You won't be disappointed.
—Submitted by Nancy, a parent
Exciting changes on the horizon for Roosevelt. Incoming principal is talented and student centered.
—Submitted by a teacher
This was a scary school to go to for me, a white female. I learned a valuable lesson--I got to experience being in the minority; this school is not for the timid
—Submitted by a former student
I graduated RHS in 1997 and will always remember the performing arts and mariachi program. This is where I made the best memories in my life. Thanks to the great Teachers and programs I attended CSU Fresno and obtained a bachelor's in Criminology. I no longer live in California but will highly recommend that parents send their children to this high school. Your children will be able to become involved in a great deal of programs whether its sports or performing arts your children will develop a different appreciation for education and set their goals high. Go riders! Alumni of 1997.
—Submitted by blanca garcia, a former student
There is no place for students to tell you about the programs offered at RHS, so I will have to do it here. I am currently attending Roosevelt and I think it's wonderful. I am in the RSA program and that means that I have access to all the advantages of a magnet school as well as those of the normal high school. Though our academics may not look spectacular on paper, the teachers are wonderful. If a child needs to be challenged more, they will often go outside the curriculum to engage that student in the way they need to be engaged. For example, I am currently taking an Honors Physics class but have decided to take the AP test. Don't let low test scores deter you from placing your child at this school. Their teachers will help them to succeed no matter what.
—Submitted by Kyran, a student
I went to RSA for 2 years of my time in high school, before I moved away. I loved it. I got to be involved in so many programs that had to do with the arts. It was a very professional experience that will be with me forever.
—Submitted by a former student
RSA Roosevelt School of the Arts is the best place for students to dream and make those dreams come true. Parents we need your help, every event is run by the parents of all RSA students. Just ask to help and we'll set you up in the right direction. Parent involvement is as much importance as the teaching. Roosevelt School is more than just a school. Thanks to all staff and the students for their pride in this school.
—Submitted by a parent
RSA is a wonderful place for students to not only get a great education, but a place to dream and to make dreams come true. Every student who is a RSA student loves their school and no matter what people say about the quality of it's teachers, programs etc. all will continue to say the same.
—Submitted by a parent
i graduated from RHS, class of 2000. i have the best 4 years of my life there. a lot of thanks is to the Health Academy program. it is during my time in there that i see the the reality of life ahead of me. it is from the yeas being in that so wonderful program that i survive my current hardship. we were led on by great teachers who encourage our indepedent by letting us plan our project of our choice. there were so many rejections and failure to accept and deal with in the real world. it finally pays off at the end, when we are accept for who we are. not just a bunch of high school students, but of future doctors and nurses seeking out careers.... i wouldn't change anything bout my high school years...
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
315 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
343 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
485 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.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
151 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
352 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
125 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.
462 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
242 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
459 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
483 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.
204 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
209 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.
444 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
98 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
453 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 | 5% |
| Females | 3% |
| Males | 6% |
| African American | 6% |
| Asian | 10% |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 2% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 3% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 31% |
| Females | 36% |
| 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 | 31% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| 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 | 52% |
| Females | 47% |
| Males | 60% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 70% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 7% |
| Females | 5% |
| Males | 9% |
| African American | 0% |
| Asian | 13% |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| 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 | 7% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 8% |
| English learner | 1% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 28% |
| Females | 32% |
| Males | 25% |
| African American | 24% |
| Asian | 32% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| 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) | 53% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | 1% |
| Fluent-English proficient and English only | 40% |
| Migrant education | 33% |
| Gifted and talented | 72% |
| 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 | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | 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 | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| 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 | 14% |
| African American | n/a |
| Asian | 22% |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 16% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| 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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 19% |
| Females | 18% |
| Males | 19% |
| African American | n/a |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 18% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | 30% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | 7% |
| Males | 15% |
| African American | n/a |
| Asian | 12% |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | n/a |
| Students with disability | 10% |
| Students with no reported disability | 11% |
| English learner | 3% |
| Fluent-English proficient and English only | 17% |
| Migrant education | 0% |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 23% |
| Females | 23% |
| Males | 24% |
| African American | n/a |
| Asian | 16% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 25% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| 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 | 25% |
| Females | 26% |
| Males | 25% |
| African American | 23% |
| Asian | 24% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| 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 | 26% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 4% |
| Fluent-English proficient and English only | 36% |
| Migrant education | 15% |
| Gifted and talented | 58% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 21% |
| All Students | 5% |
| Females | 5% |
| Males | 5% |
| African American | n/a |
| Asian | 4% |
| 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) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 1% |
| Fluent-English proficient and English only | 8% |
| Migrant education | 0% |
| Gifted and talented | 23% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 27% |
| Males | 35% |
| African American | 15% |
| Asian | 31% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 5% |
| Fluent-English proficient and English only | 42% |
| Migrant education | 20% |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 22% |
| All Students | 19% |
| Females | 13% |
| Males | 25% |
| African American | 13% |
| Asian | 16% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | n/a |
| Students with disability | 6% |
| Students with no reported disability | 20% |
| English learner | 7% |
| Fluent-English proficient and English only | 24% |
| Migrant education | 10% |
| Gifted and talented | 36% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | 26% |
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 | 4% |
| Females | 4% |
| Males | 4% |
| African American | n/a |
| Asian | 16% |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 2% |
| Fluent-English proficient and English only | 5% |
| Migrant education | 0% |
| Gifted and talented | 6% |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 3% |
| 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 | 11% |
| All Students | 48% |
| Females | 56% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| 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 | 7% |
| Females | 7% |
| Males | 8% |
| African American | n/a |
| Asian | 8% |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 1% |
| Fluent-English proficient and English only | 11% |
| Migrant education | 7% |
| Gifted and talented | 28% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 12% |
| 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 | 9% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with 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 | 28% |
| Females | 30% |
| Males | 26% |
| African American | 41% |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | 3% |
| Fluent-English proficient and English only | 37% |
| Migrant education | 8% |
| Gifted and talented | 58% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| 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 | 0% |
| All Students | 14% |
| Females | 11% |
| Males | 18% |
| African American | n/a |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 16% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 17% |
| 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 | 20% |
| Males | 39% |
| African American | n/a |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 26% |
| Males | 35% |
| African American | 35% |
| Asian | 23% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | n/a |
| Students with disability | 4% |
| Students with no reported disability | 32% |
| English learner | 7% |
| Fluent-English proficient and English only | 40% |
| Migrant education | 17% |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| 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.
517 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
514 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 | 72% |
| Females | 77% |
| Males | 67% |
| African American | 63% |
| Asian | 66% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | n/a |
| Students with disability | 18% |
| Tested with modifications | n/a |
| English learner | 45% |
| Language Fluency Unknown | n/a |
| Migrant education | 70% |
| All Students | 73% |
| Females | 74% |
| Males | 73% |
| African American | 56% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | n/a |
| Students with disability | 23% |
| Tested with modifications | n/a |
| English learner | 52% |
| Language Fluency Unknown | n/a |
| Migrant education | 74% |
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
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Migrant education
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 | 75% | 49% | ||
| Asian | 16% | 8% | ||
| African American | 4% | 7% | ||
| White | 4% | 28% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 35% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 90% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 76% | 85% | ||
| Hmong | 20% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Lao | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Armenian | 0% | 1% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Mixteco | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Thai | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4250 East Tulare Street
Fresno,
CA 93702
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