GreatSchools Rating
Take along one of
our checklists:
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Bolsa Grande High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
I transferred here from another state and graduated here at BGHS. On my very first day, I felt the sense of disorganization and hostility. There were many complications on deciding which classes I should take. Counselors did not help me much with that, and I ended up missing some required courses to graduate. I was lucky to catch it myself before I would be required to stay back another year. I felt like the school was low in money. Some classrooms did not have AC in the hot summer. On my first day in my first class, I had to sit in the back of a laboratory table because there was not enough seats and had to write my notes on my lap. Academics is not very great. Most AP courses are not taught appropriately. There definitely needs to be improvements, and I have not seen any signs of it. Students definitely try hard, but the school does not provide the resources that it should. The focus and attention of staff is misplaced and feedback is not encouraged.
—Submitted by a student
Bolsa Grande makes the transititon from jr high to high school a welcoming experience. My daughter is a freshman and is doing very well academically and has made great new friends.
—Submitted by a parent
I attended Bolsa Grande for 2 years already. And I am going to attend my Junior year there. So far, I think that Bolsa Granda is a really great school. It has all the qualities that make a good high school. It has a great staff, plenty of fun activities throughout the year, and eco-friendly enviroment. The staff really helps me with my struggles and helps me aim higher with my passings. I think everybody should go check out Bolsa Grande first before making judgements about it. Because like they say 'Don't judge a book by its cover.'
—Submitted by a student
My son went to Bolsa and I feel the teachers and staff were very supportive in helping him to succeed. The principal is very out of touch with the students. I do feel that the elective classes were slighted greatly. I wanted my son to prepare for his major in college and unfortunately I had to insist repeatedly (with his counselor) that he take the electives that would prepare him for his college major and not an extra year of foreign language, math or science. Overall a great school though.
—Submitted by a parent
Bolsa is a great school, trust me. it's bored sometimes, and some teachers are not really great but I like it. It has lots of smart students and they really are. Also, we can learn cultures from the other countries too because there are a lot of students fromt different countries. Especially, Asians are really so smart and clever. We can learn from them a lot.
—Submitted by a student
Bolsa was a great school to go to and was more fun then my current school trust me all the teachers there are great some can be a bore but if you're failing or don't understand something just ask them and they will help and disciplinary action at the school are not to strict or lenient im glad that i will be returning for my senior year Class of 09
—Submitted by a student
The teachers here are all horrible. Bolsa should check up on how well the teacher can teach and not how well they know their own material. Communicating with students is a big issue for most teachers here because I don't feel they are in sync. Don't get me wrong, im a very hardworking student and very open to all teachers as long as they are open with me. The students all live in their own little world and does not interact with many others. School rallies are very poor and the spirit is very limited. I will be graduating class of '09 and i really don't want to graduate at bolsa. I wish to go to some other school and hopefully I can get out of here and soon.
—Submitted by a student
I graduated from BGHS in 2003. It's funny to see the change in academics from normal classes to AP classes. If your child is struggling, do not send him/her to BGHS. I was the struggling child and I did not receive any support to get my grades up whatsoever. I finally started getting things right in my Junior year and took my first AP Civics/Honors Econ class with Mr. Shadid my senior year and he put me on the right track. Overall, I know that BGHS had only a slight influence on where I am now in terms of success, and this was due to taking that AP/honors class. I do believe that the AP program needs work in producing better academically prepared students.
—Submitted by a former student
I believe that Bolsa Grande has a strong control of academics. Although the sport activities are not really good but, they are getting stronger every year. Anyways, I think Bolsa Grande is a very great school with good staffs.
—Submitted by a student
I believe that Bolsa have the most best administrators and teachers. The most lack of all is parents constantly participation and I'm one of them. I do fill guilty about it when I can't put so much time with the school activities. However, even without participate much, I feel that the Bolsa is safe place for my kid to grow up as be coming an adult and to make her own decision. She will have the tool and education to prepare for the future. I'm sincerely greatly appreciated for the Bolsa staffs and parents that have put so much effort in the school to make a better place.
—Submitted by a parent
Bolsa is an academically good school. Most students are studious and involved in athletics or clubs. The AP program is good. Teachers, for the most part, care about students. This is one of the best schools in the district.
—Submitted by a student
I think this school has very good academics and other extracurriccular activities and parent involvement is high.
—Submitted by a student
I went to the school last year, and I know exactly what the school is really like. The teachers are fantastic. I have the utmost respect for them. However, the adminstration is in desperate need of a change. The principal does not have the best interest of your child as a priority.
I have two children attending Bolsa High. My daughter is a freshman and my son a junior. This year I have taken an active roll in participating in my children s' extracurricular activities and have talked with the administrators, teachers, and coaches. I have found them to be wonderful, open, and easy to talk and work with. Bolsa is underrated as far as how hard the administrators work to make a great environment for their students. My children excel at Bolsa with AP classes, offerings of SAT testing and college prep courses, and high-level electives. Bolsa Administrators can only do so much. It's up to parents to get involved with their students' academics. Communicate to the Principal or VP; talk with the teachers and coaches. They're open, friendly, and you'll see Bolsa is a great school.
—Submitted by a parent
Bolsa Grande is a good school, but definitly not the best from the GGUSD. I would like to see the school produce more students that have high GPA'S and have a since of school pride. When I was there graduating on a 1.0 was ok, it got you through the gate(I was 3.4) and I feel that is truly sad. I would like to see the school encourage students to explore the Fine Art programs, and also give it support, because there is more to life than sports and the AP programs.
—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.
310 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
420 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
517 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.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
146 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.
145 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.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
237 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
468 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
259 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
468 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
421 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.
214 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
481 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
43 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.
212 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
501 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 | 49% |
| Females | 55% |
| Males | 44% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 40% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
| All Students | 95% |
| Females | 97% |
| Males | 93% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 92% |
| All Students | 78% |
| Females | 78% |
| Males | 80% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 61% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
| All Students | 6% |
| Females | 8% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 14% |
| Students with disability | 4% |
| Students with no reported disability | n/a |
| English learner | 0% |
| 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 | 4% |
| All Students | 68% |
| Females | 72% |
| Males | 64% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| 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) | 63% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 34% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 6% |
| Females | 0% |
| Males | 9% |
| 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 | 4% |
| Non-economically disadvantaged | 9% |
| Students with disability | 6% |
| Students with no reported disability | n/a |
| English learner | 9% |
| Fluent-English proficient and English only | 0% |
| 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 | 8% |
| All Students | 82% |
| Females | 80% |
| Males | 86% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 77% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 76% |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 89% |
| 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 | 95% |
| Females | 93% |
| Males | 96% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 83% |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 95% |
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 | 18% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | 26% |
| 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 | 19% |
| All Students | 64% |
| Females | 58% |
| Males | 75% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 58% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 63% |
| 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 | 64% |
| All Students | 29% |
| Females | 33% |
| Males | 26% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| 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 | 12% |
| Non-economically disadvantaged | 50% |
| Students with disability | 7% |
| Students with no reported disability | 36% |
| English learner | 26% |
| Fluent-English proficient and English only | 35% |
| 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 | 28% |
| All Students | 68% |
| Females | 60% |
| Males | 77% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 48% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 66% |
| All Students | 43% |
| Females | 35% |
| Males | 52% |
| African American | n/a |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 47% |
| Students with disability | 23% |
| Students with no reported disability | 47% |
| English learner | 29% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | 60% |
| Females | 65% |
| Males | 55% |
| African American | n/a |
| Asian | 73% |
| 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) | 70% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 21% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
| All Students | 26% |
| Females | 20% |
| Males | 32% |
| African American | n/a |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 38% |
| Students with disability | 9% |
| Students with no reported disability | 27% |
| English learner | 25% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 90% |
| Females | 88% |
| Males | 95% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 93% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 97% |
| All Students | 69% |
| Females | 67% |
| Males | 73% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 39% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
| All Students | 50% |
| Females | 46% |
| Males | 55% |
| African American | n/a |
| Asian | 72% |
| 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) | 42% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 56% |
| Students with disability | 6% |
| Students with no reported disability | 56% |
| English learner | 28% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
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 | 30% |
| Females | 25% |
| Males | 35% |
| African American | n/a |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 19% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 85% |
| Females | 88% |
| Males | 80% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 52% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 80% |
| All Students | 52% |
| Females | 48% |
| Males | 62% |
| African American | n/a |
| Asian | 55% |
| 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 | 48% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 36% |
| Fluent-English proficient and English only | 58% |
| 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 | 65% |
| All Students | 57% |
| Females | 51% |
| Males | 63% |
| African American | n/a |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 38% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| 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 | 51% |
| All Students | 61% |
| Females | 61% |
| Males | 61% |
| African American | n/a |
| Asian | 67% |
| 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) | 58% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 58% |
| Students with disability | 50% |
| Students with no reported disability | 61% |
| English learner | 16% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| All Students | 23% |
| Females | 21% |
| Males | 25% |
| African American | n/a |
| Asian | 29% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 27% |
| Fluent-English proficient and English only | 15% |
| 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 | 28% |
| All Students | 69% |
| Females | 69% |
| Males | 67% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 58% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 66% |
| All Students | 90% |
| Females | 91% |
| Males | 91% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 94% |
| All Students | 65% |
| Females | 63% |
| Males | 67% |
| African American | n/a |
| Asian | 72% |
| 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) | 77% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 61% |
| Students with disability | 26% |
| Students with no reported disability | 68% |
| English learner | 33% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 59% |
| 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.
509 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
510 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 82% |
| Females | 88% |
| Males | 76% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Declined to state | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 84% |
| Economic Status Unknown | 77% |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 55% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 91% |
| Males | 83% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Declined to state | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 87% |
| Economic Status Unknown | 88% |
| Students with disability | 31% |
| Tested with modifications | n/a |
| English learner | 71% |
| 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
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 | ||
|---|---|---|---|---|
| Asian | 56% | 11% | ||
| Hispanic | 36% | 51% | ||
| White | 6% | 27% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| Black | 1% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 71% | N/A | 54% |
| English language learners 2 | 33% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Vietnamese | 46% | 2% | ||
| Spanish | 44% | 85% | ||
| Korean | 3% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Samoan | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Armenian | 0% | 1% | ||
| Cantonese | 0% | 2% | ||
| Farsi (Persian) | 0% | 0% | ||
| French | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Hmong | 0% | 1% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Pashto | 0% | 0% | ||
| Thai | 0% | 0% | ||
| Tongan | 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 | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
9401 Westminster Avenue
Garden Grove,
CA 92844
Website: Click here
Phone: (714) 663-6424
To start a new list, click OK. Otherwise click Cancel.
Orange Crescent School
Garden Grove, CA
Donald S. Jordan Intermediate School
Garden Grove, CA
Jordan Secondary Learning Center
Garden Grove, CA
Warner Middle School
Westminster, CA
Westminster Christian Academy
Westminster, CA
Sarah McGarvin Intermediate School
Westminster, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Bolsa Grande High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

