Advertisement
Advertisement

GreatSchools Rating

Bolsa Grande High School

Public | 9-12

 

Be sure to visit

Take along one of
our checklists:

 

Living in Garden Grove

Situated in an inner city neighborhood. The median home value is $290,000. The average monthly rent for a 2 bedroom apartment is $1,580.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

17 reviews of this school


Sort by:
Show reviews by:
Posted January 3, 2014

As a student at Bolsa, my experiences have basically shown me that Bolsa is just ok. The other kid's behavior here tends to be pretty rude or inappropriate, but there are others that are really kind and polite. The ASB is also not very nice or helpful as they should be, they just act higher than everyone else. The teachers are a gamble, some are REALLY good and teach with amazing examples and make class fun. However, some others have no control over their classes or don't teach well at all. Some of the clubs here are really weak and don't do much at all. The art and music programs are good, I enjoy them. Most of my classes teach me a decent amount, and all in all I'm satisfied with the school. It does it's job and there aren't any major problems with it, although it could be a lot better.
—Submitted by a student


Posted September 19, 2013

Bolsa Grande High School is a profound educational foundation creating tomorrow's geration's future, today. The dedacation and pride is in every exeptional student on campus. Through the work and help provided by every teacher, no student could possibly fail. Every students work will pay off, and will show on the California Standerdized Test. The best part of Bolsa Grande is how every person can work with one and another to get the best possability to strive in the high school life. :)
—Submitted by a student


Posted June 7, 2013

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


Posted November 24, 2009

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


Posted October 26, 2009

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


Posted March 1, 2009

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


Posted January 31, 2008

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


Posted October 31, 2007

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


Posted August 21, 2007

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


Posted June 8, 2007

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


Posted April 21, 2007

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


Posted May 8, 2006

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


Posted November 6, 2005

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


Posted April 23, 2005

I think this school has very good academics and other extracurriccular activities and parent involvement is high.
—Submitted by a student


Posted November 3, 2003

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.


Posted October 8, 2003

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


Posted August 26, 2003

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.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

830

Change from
2012 to 2013

+4

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

830

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+4

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

286 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
49%

2011

 
 
48%

2010

 
 
50%
Algebra II

The state average for Algebra II was 65% in 2013.

36 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
95%

2011

 
 
91%

2010

 
 
89%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

333 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
78%

2011

 
 
64%

2010

 
 
61%
Earth Science

The state average for Earth Science was 38% in 2013.

99 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
6%

2011

 
 
10%

2010

 
 
0%
English Language Arts

The state average for English Language Arts was 62% in 2013.

436 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%

2011

 
 
63%

2010

 
 
61%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

21 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
6%

2011

 
 
4%

2010

 
 
8%
Geometry

The state average for Geometry was 45% in 2013.

116 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
61%

2010

 
 
62%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

75 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
93%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

24 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
19%

2011

 
 
35%

2010

 
 
17%
Algebra II

The state average for Algebra II was 39% in 2013.

153 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
64%

2011

 
 
65%

2010

 
 
43%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

122 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
29%

2011

 
 
39%

2010

 
 
33%
Chemistry

The state average for Chemistry was 46% in 2013.

279 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
68%

2011

 
 
57%

2010

 
 
50%
Earth Science

The state average for Earth Science was 35% in 2013.

134 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
43%

2011

 
 
38%

2010

 
 
20%
English Language Arts

The state average for English Language Arts was 52% in 2013.

513 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
60%

2011

 
 
54%

2010

 
 
53%
Geometry

The state average for Geometry was 15% in 2013.

281 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
26%

2011

 
 
18%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

61 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
90%

2011

 
 
93%

2010

 
 
78%
Science

The state average for Science was 54% in 2013.

512 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
69%

2011

 
 
62%

2010

 
 
57%
World History

The state average for World History was 46% in 2013.

458 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
50%

2011

 
 
55%

2010

 
 
37%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
61%

2010

 
 
38%
Algebra II

The state average for Algebra II was 15% in 2013.

223 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
30%

2011

 
 
19%

2010

 
 
13%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

96 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
85%

2011

 
 
77%

2010

 
 
68%
Chemistry

The state average for Chemistry was 32% in 2013.

37 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
52%

2011

 
 
33%

2010

 
 
40%
Earth Science

The state average for Earth Science was 37% in 2013.

43 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
57%

2011

 
 
67%

2010

 
 
43%
English Language Arts

The state average for English Language Arts was 48% in 2013.

430 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
61%

2011

 
 
55%

2010

 
 
50%
Geometry

The state average for Geometry was 8% in 2013.

27 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
23%

2011

 
 
15%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

177 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
69%

2011

 
 
60%

2010

 
 
49%
Physics

The state average for Physics was 58% in 2013.

58 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
86%

2010

 
 
72%
U.S. History

The state average for U.S. History was 50% in 2013.

465 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
64%

2010

 
 
59%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
44%

2010

 
 
44%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students46%
Females52%
Males40%
African Americann/a
Asian65%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged47%
Non-economically disadvantaged45%
Students with disability5%
Students with no reported disability49%
English learner30%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)59%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

Algebra II

All Students86%
Females75%
Males95%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged85%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state95%

Biology/Life Sciences

All Students81%
Females81%
Males82%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged79%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability82%
English learner52%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate73%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)88%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to state80%

Earth Science

All Students18%
Females8%
Males29%
African Americann/a
Asian20%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged23%
Students with disability23%
Students with no reported disability15%
English learner14%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

English Language Arts

All Students68%
Females70%
Males66%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged71%
Non-economically disadvantaged63%
Students with disability18%
Students with no reported disability70%
English learner33%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate51%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)89%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Femalesn/a
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability5%
Students with no reported disabilityn/a
English learner0%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Geometry

All Students77%
Females77%
Males78%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged79%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability78%
English learner57%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)92%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state74%

Integrated/Coordinated Science I

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

Physics

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

World History

All Students97%
Females95%
Males100%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged95%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state97%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students29%
Femalesn/a
Males24%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability32%
English learner40%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Algebra II

All Students82%
Females80%
Males84%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged80%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability82%
English learner68%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate60%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)86%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state88%

Biology/Life Sciences

All Students25%
Females21%
Males26%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged28%
Students with disability8%
Students with no reported disability32%
English learner18%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

Chemistry

All Students77%
Females73%
Males83%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged75%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability77%
English learner52%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate71%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)86%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state76%

Earth Science

All Students53%
Females38%
Males63%
African Americann/a
Asian61%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged54%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability55%
English learner42%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

English Language Arts

All Students64%
Females71%
Males57%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged61%
Non-economically disadvantaged73%
Students with disability33%
Students with no reported disability65%
English learner20%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate57%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)82%
Parent education - college graduate84%
Parent education - graduate school/post graduaten/a
Parent education - declined to state60%

Geometry

All Students25%
Females24%
Males27%
African Americann/a
Asian34%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged25%
Non-economically disadvantaged29%
Students with disability17%
Students with no reported disability26%
English learner21%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)26%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%

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

All Students95%
Females93%
Males97%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged92%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state94%

Science

All Students71%
Females71%
Males70%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged68%
Non-economically disadvantaged75%
Students with disability42%
Students with no reported disability71%
English learner36%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate69%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)82%
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

World History

All Students52%
Females52%
Males53%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged50%
Non-economically disadvantaged59%
Students with disability13%
Students with no reported disability57%
English learner24%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate48%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)64%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state49%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

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

Algebra II

All Students32%
Females27%
Males36%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged30%
Non-economically disadvantaged35%
Students with disability21%
Students with no reported disability33%
English learner29%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)17%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Biology/Life Sciences

All Students88%
Females97%
Males76%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate92%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)92%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state84%

Chemistry

All Students67%
Females56%
Males79%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged74%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Earth Science

All Students56%
Females33%
Males77%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability69%
English learner29%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

English Language Arts

All Students63%
Females63%
Males62%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged63%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability64%
English learner17%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate57%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)75%
Parent education - college graduate75%
Parent education - graduate school/post graduate58%
Parent education - declined to state56%

Geometry

All Students22%
Females0%
Males43%
African Americann/a
Asian36%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability23%
English learner21%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students69%
Females66%
Males72%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate50%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)72%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%

Physics

All Students87%
Females75%
Males94%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%

U.S. History

All Students66%
Females61%
Males72%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged65%
Non-economically disadvantaged69%
Students with disability16%
Students with no reported disability72%
English learner32%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate63%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)81%
Parent education - college graduate77%
Parent education - graduate school/post graduate92%
Parent education - declined to state60%

World History

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

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

549 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
82%

2011

 
 
84%

2010

 
 
82%
Math

The state average for Math was 84% in 2013.

548 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%

2011

 
 
91%

2010

 
 
87%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students85%
Females89%
Males80%
Gender Unknownn/a
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Declined to staten/a
Economically disadvantaged84%
Non-economically disadvantaged91%
Economic Status Unknown77%
Students with disability34%
Tested with modificationsn/a
English learner59%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students88%
Females89%
Males87%
Gender Unknownn/a
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged94%
Economic Status Unknown90%
Students with disability33%
Tested with modificationsn/a
English learner75%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Asian 54%
Hispanic 38%
White 5%
American Indian/Alaska Native 0%
Black 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 84%N/AN/A
English language learners 26%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Librarian/media specialist(s)
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Arts & music

Staff resources available to students
  • Art teacher(s)
Visual arts
  • Photography
Music
  • Choir / Chorus
  • Instrumental music lessons

Language learning

Foreign languages taught
  • Spanish

Health & athletics

School facilities
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Louise Milner
Fax number
  • (714) 663-6029

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Librarian/media specialist(s)
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Accessible via public transportation
School facilities
  • Cafeteria
  • Gym
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Soccer
  • Tennis
Girls sports
  • Basketball
  • Tennis
  • Volleyball

Arts & music

Visual arts
  • Photography
Music
  • Choir / Chorus
  • Instrumental music lessons
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

School culture

Parent involvement
  • Chaperone school trips
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

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.

 
Apply now
Notice an inaccuracy? Let us know!

9401 Westminster Avenue
Garden Grove, CA 92844
Website: Click here
Phone: (714) 663-6424

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools



Padre Pio Academy
Garden Grove, CA


Hope Christian Academy
Garden Grove, CA




ADVERTISEMENT
ADVERTISEMENT