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Teacher quality
Principal leadership
Parent involvement
I am a student a glendale high and over the three years i have been there spot of things have changed, the school activities AND afterschool and recreational programs have been cut due to fund cuts for schools. Teachers and good and they always try to exeed a student's knowledge. Overall its a great school and I'm looking forward to my last year there.
—Submitted by a student
I am an alumni of GHS. I graduated in 1999 and went there for my 4 years. During my stay at GHS i enjoyed all of the school activities. The teachers were always very receptive and seemed to care about the children that went there. There were always school activites for the kids to participate in. I can't say anything negative about my stay at GHS. This was a great school for me and if it has stayed the same in the past 10 years, i would definately send my children there.
lots of activities, great diversity, love everything bout it!!
—Submitted by a student
I am a sophomore at GHS and so far it has been a great experience. The teachers here are very caring, helpful, and in some cases they care about your life at home. But, getting information from your counselors, they aren't helpful at all! Pretty much everyone has respect for each other.
—Submitted by a student
I am a senior at GHS and I have been on the dance drill team and been involved in the instrumental music department for all four years. The dance team just this year achieved our tenth consecutive national title in the coed dance division. That is the longest running title in the history of the dance world. The symphonic orchestra just had our concert about three weeks ago where we played music that no other high school orchestra would dare to attempt. The programs are great and both feel like families.
—Submitted by a student
This school is great. You wouldn't do well if you don't try. If you are someone who wants to succeed in life, and tries very hard, you can and will have a good future. However, if you get caught up with drugs, stealing, and the negative points, you wouldn't. This school has a lot of variety of sports and activities.
—Submitted by a student
I am a former student and after spending 1 semester at Hollywood High school I'm glad I moved to Glendale. Wonderful teachers, programs, classes, and activities. LAUSD schools can not compare to this school.
—Submitted by a student
I am a senior at GHS, and I am currently on the school's water polo team. Our team went to the CIF pre-lims last year (and in case you were wondering, that means we are one of the best teams in southern california). If you want to have your child learn disipline by joining a sport and going to a great school, have them go to Glendale High School, and have them join the water polo team. =D
—Submitted by a student
I am currently a freshman at GHS and it has its good and its bad. The best part are the activities. They do a great job of providing students with ways to get involved. There are many fun things to do. My biggest knock on the school is the safety. I personally don't think that it is very safe. You have to always make sure that you have your things with you because there are lots of theft problems. But if you get involved and work hard its a great school to succeed in.
—Submitted by a student
I chose to send my child to Glendale High School after taking the time to see first-hand what the school had to offer. I heard neighbors, who had never set foot on the campus, giving opinions about the school. So I met with the principal and my daughter's counselor, and took a tour of the campus. When school started I met with all of her teachers. I like what I see. The school offers high quality instruction with many extra-curricular programs. There is plenty to get involved with. My child's teachers have been excellent. She loves going to the school and is doing well (3.5 GPA) in rigorous classes. I'm watching her blossom and grow in leaps and bounds. Like all schools with large enrollments there are issues that have to be dealt with. I'd like to see an improved district commitment to smaller class sizes.
—Submitted by a parent
The teachers made all the difference at GHS. I had excellent teachers who weren't so focused on grades, but what you actually learned from the class. Student population was quite diverse. Strong school spirit. Not much parent involvement required.
—Submitted by a student
Glendale high has a great drill team... Great community... Many students do well, but like in most school those that success are those with the determination and will to pursue their goals. Drive passion and perceiverance
—Submitted by a former student
This school is good if you consider all the extracurricular activities this school has to offer.
—Submitted by a former student
This school has been a nightmare. My daughter is in her second year, and is a straight a student. The teachers are negative, and demean the children often telling them, 'you'll never succeed.' My daughter feels very upset and comes home crying each and every day. I intend to find another option for her, and hope that something very violent doesn't happen before I do. I would strongly urge against attending this school if at all possible!
—Submitted by a parent
Speaking from experience I think Glendale High is a wonderful school. My niece graduated several years ago, my son graduated in 2005, and my daughter is currently enrolled. Both kids have gone on to college and are doing well. My daughter did attended a private school her freshmen year and switched to Glendale High because they offer more activities. With over 3,000 students I strongly feel that children attending this school must be involved in an activity or they will be lost. We have had good experiences in Yearbook, Cheerleading, Waterpolo, Swim Team and Drill Team. The school does offer many AP courses to prepare for college. Colleges are looking for kids with a well rounded backround which is achievable at Glendale High. Our counselor has been Mrs. Hovannesian and she has always been there for the kids. Most students will have a good experience at Glendale High.
—Submitted by a parent
This is a good school where teachers/staff care about kids, where the leadership is reflective for improvement, and where there are many different sports and clubs to join. The Drill Team is especially good--being nationally recognized.
—Submitted by a parent
the extracurrcular activies are phenomenal. it's a very good school to enroll my child into. considering that glendale snior high is a very big school, they still have a high average.
—Submitted by a student
With great student involvement and student spirit, the school has several sports programs available for better extracurricular activity. The school has a teacher who was a recipient for Teacher of the Year in the Glendale Unified School District.
—Submitted by a parent
Great school. The teachers are wonderful and caring and the students are all nice and generous.
—Submitted by a student
Under current California funding, this school faces and meets many challenges. Parent participation is vital to get the best for your student. Specail programs include: SELPA and special needs students; vocational programs in foods, cosmetology, or construction; AVID for improving middle students; very strong, broad arts program (music, dance, visual, tech and drama); and honors programs leading to 18-20 AP courses. Sports offer opportunity but not strength with many low income and foreign students having little interest in US sports. However lots of AP courses means many students, somehow are not level 5 performers. There is a room for many high performers but scores indicate not all can keep up. Top students compete with top academies and have exposure smaller schools can not. But it does take personal commitment of the parent to see the student pursues the his/her best. With involved parents, students achieve their best. See new college plan.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
546 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
455 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
201 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
692 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.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
192 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
267 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
293 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
667 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
343 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.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
657 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
666 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.
60 students were tested at this school 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.
301 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
619 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
210 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
609 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 | 42% |
| Females | 40% |
| Males | 42% |
| African American | n/a |
| Asian | 69% |
| Filipino | 58% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 52% |
| Students with disability | 18% |
| Students with no reported disability | 42% |
| English learner | 25% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 43% |
| All Students | 100% |
| 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 | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | 60% |
| Females | 54% |
| Males | 67% |
| African American | n/a |
| Asian | 95% |
| Filipino | 79% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 22% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 63% |
| All Students | 28% |
| Females | 18% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| 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) | 25% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 37% |
| Students with disability | 43% |
| Students with no reported disability | 27% |
| English learner | 19% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | 21% |
| All Students | 63% |
| Females | 65% |
| Males | 61% |
| African American | 58% |
| Asian | 88% |
| Filipino | 82% |
| Hispanic or Latino | 58% |
| 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) | 59% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 78% |
| Students with disability | 38% |
| Students with no reported disability | 64% |
| English learner | 21% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 58% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 | n/a |
| All Students | 76% |
| Females | 71% |
| Males | 82% |
| African American | n/a |
| Asian | 91% |
| Filipino | 78% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 71% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 17% |
| Females | 21% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 24% |
| Students with disability | 0% |
| Students with no reported disability | 19% |
| English learner | 17% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 9% |
| Parent education - declined to state | 19% |
| All Students | 64% |
| Females | 60% |
| Males | 68% |
| African American | n/a |
| Asian | 87% |
| Filipino | 62% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 55% |
| All Students | 36% |
| Females | 36% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | 56% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 55% |
| Students with disability | 3% |
| Students with no reported disability | 40% |
| English learner | 18% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | 39% |
| All Students | 55% |
| Females | 46% |
| Males | 65% |
| African American | n/a |
| Asian | 85% |
| Filipino | 61% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 48% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 57% |
| All Students | 28% |
| Females | 24% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 48% |
| Students with disability | 8% |
| Students with no reported disability | 32% |
| English learner | 22% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 55% |
| Females | 61% |
| Males | 50% |
| African American | n/a |
| Asian | 89% |
| Filipino | 77% |
| 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) | 56% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 71% |
| Students with disability | 12% |
| Students with no reported disability | 57% |
| English learner | 23% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 54% |
| All Students | 37% |
| Females | 34% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | 46% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 41% |
| Students with disability | 0% |
| Students with no reported disability | 38% |
| English learner | 36% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | 31% |
| All Students | 88% |
| 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 | 92% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 52% |
| Males | 58% |
| African American | n/a |
| Asian | 89% |
| Filipino | 75% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 74% |
| Students with disability | 19% |
| Students with no reported disability | 57% |
| English learner | 24% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 52% |
| All Students | 42% |
| Females | 33% |
| Males | 50% |
| African American | n/a |
| Asian | 81% |
| Filipino | 62% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 54% |
| Students with disability | 11% |
| Students with no reported disability | 45% |
| English learner | 25% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 45% |
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 | 14% |
| Females | 9% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 17% |
| English learner | 14% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 24% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | 32% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | 29% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 29% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 22% |
| Parent education - declined to state | 35% |
| All Students | 43% |
| Females | 48% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | 69% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 56% |
| Students with disability | 11% |
| Students with no reported disability | 45% |
| English learner | 14% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 39% |
| All Students | 38% |
| Females | 38% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | 50% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 25% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | 35% |
| All Students | 31% |
| Females | 16% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 11% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 26% |
| 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 | 48% |
| Females | 55% |
| Males | 41% |
| African American | 50% |
| Asian | 75% |
| Filipino | 69% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 67% |
| Students with disability | 9% |
| Students with no reported disability | 51% |
| English learner | 14% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 38% |
| All Students | 12% |
| Females | 7% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | 11% |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 13% |
| English learner | 18% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 66% |
| Females | 58% |
| Males | 79% |
| African American | n/a |
| Asian | n/a |
| Filipino | 88% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 60% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | 64% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 56% |
| Males | 54% |
| African American | 75% |
| Asian | 86% |
| Filipino | 70% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 70% |
| Students with disability | 12% |
| Students with no reported disability | 58% |
| English learner | 25% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 42% |
| 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.
691 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
692 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 | 85% |
| Females | 92% |
| Males | 80% |
| African American | 100% |
| Asian | 93% |
| Filipino | 96% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Declined to state | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | 92% |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 66% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 89% |
| Females | 89% |
| Males | 88% |
| African American | 100% |
| Asian | 93% |
| Filipino | 96% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 96% |
| Students with disability | 39% |
| Tested with modifications | n/a |
| English learner | 78% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
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 | ||
|---|---|---|---|---|
| White | 51% | 28% | ||
| Hispanic or Latino | 30% | 49% | ||
| Filipino | 11% | 3% | ||
| Asian | 6% | 8% | ||
| African American | 2% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 19% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 54% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Armenian | 58% | 1% | ||
| Spanish | 26% | 85% | ||
| Filipino (Pilipino or Tagalog) | 8% | 1% | ||
| Korean | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Assyrian | 0% | 0% | ||
| Bengali | 0% | 0% | ||
| Cantonese | 0% | 2% | ||
| Greek | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Hebrew | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Punjabi | 0% | 1% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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1440 East Broadway
Glendale,
CA 91205
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Phone: (818) 242-3161
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