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Teacher quality
Principal leadership
Parent involvement
My two children both went to FUHS. One went through the AP/IB program all 4 years, the other choose not to continue after the sophomore year. Both did well academically and socially, were in involved in sports, went to dances, had friends and enjoyed a well rounded high school experience. They both graduated with honors and went on to college. My oldest earned two BS degrees, is working in her specialty field and living on her own. My youngest is finishing his Junior year of college and looking at Grad schools. For all the negatives that we've heard over the years about FUHS, we had a 'mostly' good experience...no school is perfect! Parents NEED to stay involved to know what is going on in their child's life.
—Submitted by a parent
I freaking love this school. It was such an awesome time and I feel so smart now.
My daughter is a freshman and she is doing great. She's in honors English and Biology and they are definitely challenging her academically. She is involved in sports and she has found getting involved to be a smooth transition. I like that the demographics in the school is a true reflection to the community as a whole, not just a segregated bubble. Terrific school! Would recommend
—Submitted by a parent
This school is awesome. It offers well-rounded experiences to the students, and ignores none of the student population, unlike some other schools, like Troy.
—Submitted by a student
Before I started high school I heard rumors about Fullerton being a bad school. Then I began my freshman year. I love this school. I am now a junior and love all my classes and teachers. People think that our AP/IB courses are "easier" just because they are Fullerton's AP/IB classes, but if they took a class, they would know they are just as challenging as Sunny Hills or Troys. Don't base your judgements about Fullerton on just what you hear from other people, I'm 100% perfectly glad and proud I attend Fullerton High School.
—Submitted by a student
I am a student at Fullerton High school, and I disagree that the teachers don't help try to raise our test scores. They even wear tee- shirts to encourage students to raise them. IF they see students are failing in classes, some teachers ask the students what they could do to help raise his/her grades and are weilling to change the way they are teaching.
—Submitted by a student
The faculty at Fullerton is awesome. And yes you need to take an interest in your children and they will respond. This is a very relaxed campus. My daughter loved how the teachers would always acknowledge the students in passing.
—Submitted by a parent
I did not like the way that the teachers dont take the time to work with each student and try to get them to get hire test scores
—Submitted by a parent
Fullerton Union High School offers a rich academic as well as having three Golden Bell Academies as part of its campus. Students are enthusiastic and spirited. Teachers are excellent and care about their subject matter and their individual students.
Looks like the API scores are in for 2009 and Fullerton improved to 945. Congrats to the hard working teachers and students for making such a giant leap. Looks like the second best improvement in OC!
—Submitted by a parent
Fullerton has provided my kids a great education. It offers a well rounded education that prepares both the average and gifted students well with many elective opportunities. It is a safe campus, and offers that hometown feel and history on this beautiful historic campus. There a plenty of high end after school acitivities, including a good sports program, speech and debate, culinary arts, and the performing arts programs.
—Submitted by a parent
I'm a student at FUHS and not exactly a straight A one at that. But I love my school and it's an privelage just to go here. Some don't take advantage or really understand how much it has to offer, especially the 5th in the State ranked Speech & Debate team. Being a Title 1 school with a currently standing 732 API (don't yet know the result of this year's CST scores), it's so exhilarating to be apart of the student population. The teachers here are REAL teachers and even with the budget cuts and bigger classes, I believe they try their hardest to make sure each student knows the course inside and out by the time they finish the class. With a little more school spirit, Fullerton High School would be the best school in California.
—Submitted by a student
I have had two children go through Fullerton High School. If a student does not do well and take advantage of the many programs there, they have no one to blame but themselves. My children were in the IB program, speech and debate, sports, and choir. They had many excellent teachers. The counselors are very caring. My children applied to 7 excellent universities and got in to all of them. If you are willing to work hard, you get an excellent education at Fullerton. The students and families who do not care or value education likely get what they put into it: nothing. For those who work hard, Fullerton is a hidden jewel.
—Submitted by a parent
I think fullerton as a whole is a good school but acedemics wise there are better schools around...namely sunny hills and troy.... fullerton gives a better rounded education though because they have electives that are more fun and can actually do a student good in life. Sunny hills has no home economics classes in any way shape or form so fullerton has the advantage there and deffinatly is a better art school then any of the others in the district. So depending on what you are looking for in a school depends on whether u will love fullerton or not..... if you want to just do the acedemics and take ap ib courses to get in to college go to sunny hills but if u want a well rounded education where u are going to have a bit more fun and a lot less pressure to be perfect chose fullerton
—Submitted by a student
Fullerton is one of the best schools in this district! The teachers are highly qualified and the students are diverse and eager to learn. The school also is unique in that it has a unique history and tradition. The honors program here is also top-notch! I've thoroughly enjoyed my education at Fullerton and would reccomend it to anyone.
—Submitted by a student
Everyone there knows what they are doing. With a few new teachers, all of the academies and departments are running strong. The best thing about this school is its diversity - anybody can be in anything. Fullerton Union High School has sports, art, culinary, dance, theater, clubs, National Honor Society, choir, speech and debate, and many more things. They even have after school tutoring during the week! Kids have an opportunity to earn college credits for free because Fullerton Community College is across the street, and high school students can be in classes for free. Their ROP classes also allow kids who are interested in all kinds of jobs to get first-hand experience about their desired job before they have to worry about colleges and majors.
—Submitted by a parent
I loved the teachers...though there was some bad apples, on the whole they were excellent: they knew their subjects and wanted to teach them! I took so many AP and IB courses I was completly overwhelmed with the work load; however, I am glad because I am now well versed in all academic fields. Furthermore, the extracurricular activities were present and challenging. This school is magnificent.
—Submitted by a student
I am a former student. I transferred in from the Midwest. The teachers were great, caring. They seems knowledgeable and very involved, not just waiting for the paycheck. I agree with another post, that the problem with the school is the students. It's not the problem of the teachers. It's the parents lack of involvement, of taking education seriously.
—Submitted by a former student
The school has great diversity that attracts anybody. The honor system is one of the best and is underestimated.
—Submitted by a student
My child is a Junior at Fullerton Union Highschool. The school is a little run down, but academically, I believe the school administration and teachers make every effort to ensure each student is getting a good, well rounded education. I have found the teachers and counselors to be very friendly, caring, helpful and accessible. My child's experience at FUH has been very positive.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
410 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
388 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
538 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.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
142 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.
12 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 13% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
564 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
249 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.
570 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
578 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.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
181 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
452 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
64 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
460 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 34% |
| Females | 30% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| 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 | 30% |
| Non-economically disadvantaged | 39% |
| Students with disability | 5% |
| Students with no reported disability | 37% |
| English learner | 19% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 70% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 11% |
| 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 | 58% |
| Females | 57% |
| Males | 60% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 12% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 31% |
| All Students | 39% |
| Females | 32% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| 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) | 44% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 41% |
| Students with disability | 26% |
| Students with no reported disability | 40% |
| English learner | 13% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 61% |
| Males | 59% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| 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) | 81% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 72% |
| Students with disability | 16% |
| Students with no reported disability | 61% |
| English learner | 19% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 32% |
| 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 | 70% |
| Females | 68% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 0% |
| 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 | 19% |
| Females | 20% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 13% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 54% |
| Males | 62% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 44% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 51% |
| Students with disability | 31% |
| Students with no reported disability | 43% |
| English learner | 19% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 56% |
| Males | 73% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 20% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 40% |
| Students with disability | 8% |
| Students with no reported disability | 46% |
| English learner | 19% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 62% |
| Males | 61% |
| African American | 55% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 74% |
| Students with disability | 35% |
| Students with no reported disability | 63% |
| English learner | 15% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 44% |
| All Students | 38% |
| Females | 35% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 20% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 54% |
| Males | 60% |
| African American | 91% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 70% |
| Students with disability | 26% |
| Students with no reported disability | 59% |
| English learner | 21% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 38% |
| All Students | 59% |
| Females | 51% |
| Males | 67% |
| African American | 73% |
| Asian | 59% |
| 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) | 74% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 66% |
| Students with disability | 24% |
| Students with no reported disability | 62% |
| English learner | 27% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 47% |
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 | 11% |
| Females | 0% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | 7% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| 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 | 20% |
| Females | 18% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 29% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 48% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 33% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 41% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 34% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 52% |
| Males | 49% |
| African American | 46% |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| 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 | 43% |
| Non-economically disadvantaged | 58% |
| Students with disability | 19% |
| Students with no reported disability | 52% |
| English learner | 8% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 50% |
| All Students | 11% |
| Females | 7% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 5% |
| 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 | 71% |
| Females | 63% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 73% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 50% |
| Males | 71% |
| African American | 46% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 64% |
| Students with disability | 26% |
| Students with no reported disability | 62% |
| English learner | 14% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 67% |
| 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.
474 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
473 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 | 94% |
| Females | 96% |
| Males | 92% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 100% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 92% |
| Students with disability | 56% |
| Tested with modifications | n/a |
| English learner | 72% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 100% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 100% |
| Students with disability | 66% |
| Tested with modifications | n/a |
| English learner | 82% |
| 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 | 53% | 49% | ||
| White | 33% | 28% | ||
| Asian | 5% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 3% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 55% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 90% | 85% | ||
| Korean | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Arabic | 0% | 1% | ||
| Chamorro (Guamanian) | 0% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| French | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Rumanian | 0% | 0% | ||
| Russian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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201 East Chapman Avenue
Fullerton,
CA 92832
Website: Click here
Phone: (714) 626-3801
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