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GreatSchools Rating

Herbert Hoover High School

Public | 9-12 | 2097 students

 

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Living in Glendale

Situated in an inner city neighborhood. The median home value is $425,000. The average monthly rent for a 2 bedroom apartment is $1,820.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted June 12, 2013

Hoover is a pretty good school if you are enrolled in the AP or honors programs. There's a pretty big difference between AP classes and regular classes in this school. My regular classes have a handful of desperate, loud students seeking attention by being rude. My honors and AP classes are full of students who are committed with their school work and at the same time are very easy to get along with. Beware of the terrible math teachers in Hoover!
—Submitted by a student


Posted November 8, 2012

The cleanest , more secure school and clean record in the whole other schools . we had a bad experience last year in private school ,so after search, we found Hoover high school is the best for my daughter .because teachers are polite , more understanding,more patient and the most important thing no discrimination between A's student and lower student .
—Submitted by a parent


Posted September 2, 2011

we thought this school was going to be great, but my sister has had the worst experience so far with the kids. She has been the victim of terrible racism and is constantly made fun of for her skin color and how she looks. It's crazy that this is going on, she just moved in with me from Ohio and is a very nice straight A honors student, the parents of these children should be very embarrassed.


Posted April 26, 2011

This is a nice school in a beautiful city with great people. Low crime area with high standards. A lot of Armenian kids which is a plus.
—Submitted by a parent


Posted June 6, 2009

This school tops off about all the schools in the GUSD. I have been to Clark High School, Glendale High School, and the best one is Hoover. Hoover offers so many AP classes that the other schools do not offer. Hoover also offers the BETA and VAPA program which are special awards for students who take at least 5 simesters of a business class or arts. This school is the only school in the GUSD that offers 'Virutal Enterprise' which is a great class for students to learn about businesses today and gets you prepared for the real world. Unfortunatly the only dowwnfall to this school is the construction. It has been said it wil be done by the start of the 09-10 school year but we are not sure. Overall If you live in the Glendale/La Crescenta you should attend Hoover High School.
—Submitted by a student


Posted October 16, 2008

Unfortunately after many visits to this hi school & being involved with other parents, I have to say that there's the minimum standards in any possible category for this hi school. students smoking, gambling & using lots of profanity during & after school hours is a regular . This school definitely needs lot more attention, either from staff & parents as well.
—Submitted by a parent


Posted June 7, 2008

I am a former student. I have subsequently done quite well, partly because of the great education that I received in this school. I know other past students who have done quite well as well. The bottom line is: This school is great; however, like anything in life, if one does not put in the effort, one will not succeed. All the problems listed in these reviews are irrelevant. I think that if one is willing to work hard, one can definitely flourish in this school. If one is disinterested, one will not do well. I wish all the people complaining about this school had a chance to go to other countries in which education is considered a priviledge and not a right and in which people value the opportunity so much that they are willing to work and do not look for defects in the system.
—Submitted by a student


Posted February 23, 2008

My son just graduated from Hoover Higher School in 2007. He is attending University of CA San Diego. He graduated from Hoover as top 4%. Mr. Welsh, the principal is the best. He knew my son since he was attending the elementary school in the GUSD. If parents feel this school is so bad, why not send your kids elsewhere instead of all the complaining that I see here. It takes parents involvement instead of just expecting the school to do it all for the child. My son is very well known in this school district due to my husband and I, with our involvement in his studies, volunteering in his schools (both elementary and High school years) also he was involved in every academic competition that was there and because of his acamdemic accomplishments, our son is well known in the school district due to his academic achievements.
—Submitted by a parent


Posted September 29, 2007

This is my child's first year at Hoover after transferring in from a private school. So far, I have been very happy with her teachers and have had the utmost cooperation from the counselors. (She has some special needs and they have been extremely supportive.) The curriculum seems quite rigorous, and they have many interesting electives from which to choose. The worst things about Hoover are the overcrowding and the fact that as a public school, they have to take all students. Tha means even those that cause discipline problems and who have no interest in being there. Unfortunately, unlike in our former private school, fights are not a rare occurence here. This is always the challenge with public high schools it seems. Despite this, my child is happy here and I agree that academically, Hoover offers a great deal to motivated students.
—Submitted by a parent


Posted July 4, 2006

School offers a lot of extra cirricular activies. As long as your child is involved in the school, he/she will get the most out of their high school experience.
—Submitted by a former student


Posted July 4, 2005

My daughter graduated three years ago. I was always impressed with the teachers, for the most part. The one teacher that I had concerns about has since left. Other than that, the teachers were skilled and willing to meet with me about any problems or questions that I had. There were two principals who were very friendly to parents, but my daughter felt that they were insincere.
—Submitted by a parent


Posted June 29, 2005

Good academic programs with great teachers.
—Submitted by a parent


Posted April 2, 2005

Hoover High School has a great range of academic programs, including a choice of 23 different Advanced Placement classes. It has a dedicated staff, diverse student body, and good support programs for students. It is located right across the street from the local middle school and one of the elementary schools, giving it a community feeling.
—Submitted by a teacher


Posted February 2, 2005

My daughter is an extremely smart girl, and graduated in spite of the administration. Hoover is extremely disorganized and the administration is completely backward. If your child is not in the AP program or at least in honors classes, expect them to get lost in this school where it is so hard to be seen already, with so many students. There is such a lack of commitment to the kids. Some teachers really do care about the kids, but the administration is so wretched that they almost lose some of their effectiveness. They are all treated like criminals and low lives, even if they aren't. This shouldn't be the way high school is. It should be a positive experience. Hoover needs a major overhaul, in my opinion.
—Submitted by a parent


Posted January 11, 2005

Wow. I can't believe that there are this many positive reviews of Hoover. My older brother and sister went to Hoover in the 80's, and it was much different. I graduated a few years ago. I enjoyed my overall high school experience, despite the school. The administration is a complete and utter joke. Their priorities are backwards. The teachers are pretty decent, but only if you are in the AP programs. In fact, I had many teachers that I adored. I managed to get into a great school, along with the rest of my AP buddies, but I saw so many kids get left behind, and at that age, you need support, and I did not see any from the abominable administration.
—Submitted by a former student


Posted September 8, 2004

A wonderful school with opportunities for students who want to excel. Great AP program with qualified teachers and a decent athletic program as well. Overall a well rounded school with a good deal of diversity. Situated in a nice area that is safe. A great high school experience.
—Submitted by a former student


Posted February 2, 2004

I am a student attending Hoover and there are a lot of problems. First of all the school is very over crowded, in fact it is so crowded that I barley make it to class on time. Another problem is that a lot of the teachers have accents and it's hard to understand what they are saying so there for it is hard to learn. One of the biggest problems there is that there are a lot of disrespectful students that attend there and waste class time because they do not care about school. I do not really feel safe at the school after school because there has been a killing across the street and also there is a lot of loitering of men in their early 20's. So personally I would not send any kid to this school.
—Submitted by a student


Posted December 30, 2003

Hoover was a great school. The counslers really care and most teachers will do alot to help students succeed. If you send your student here, make sure they are in one of Ms. Stantens classes. She has a wonderful hands on approach and she really cares about all of her students. To have a teacher like Ruth Santon in your life is truly a blessing.
—Submitted by a former student


Posted September 7, 2003

This is a great school for growing and learning. I had a gratifying experience and I admire the leadership of the teachers. Mrs. Stanton had a bond with her students like no other, she is very approachable and I respect her enthusiasm in making a difference in our lives. Ms. Viezee had a unique way of getting her students to come to class, but it worked. The co-principle at the time was Mr.Welsh, and he was honest and admirable and had my utmost respect. I graduated 6 years ago. I have a degree at UCLA and am now working toward my Phd in Psychology. Thank you to all the teachers who have contributed in making me into the person I am today.


Posted August 31, 2003

My daughter was assigned Shakespeare to read during summer break. Did it occur to anyone in the English Dept. that this was reading that would require schoolroom diagnosis to master? Can't summer reading be easily enjoyable and educational? Is anyone paying attention to what is being assigned! I think not.
—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.

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

781

Change from
2012 to 2013

+6

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

5 / 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 its schoolwide API target for 2013.
  • This school has not yet 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

781

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

+6

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 2011 and Spring 2012. 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)

6 / 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)

5 / 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.

305 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
39%

2011

 
 
31%

2010

 
 
30%
Algebra II

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

29 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
87%

2011

 
 
88%

2010

 
 
95%
Biology/Life Sciences

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

226 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
75%

2011

 
 
69%

2010

 
 
56%
Earth Science

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

189 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
28%

2011

 
 
29%

2010

 
 
31%
English Language Arts

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

412 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
63%

2011

 
 
55%

2010

 
 
58%
General Mathematics (Grades 6 & 7 Standards)

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

13 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
5%

2011

 
 
11%

2010

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

71 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
64%

2011

 
 
80%

2010

 
 
76%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

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

139 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
21%

2011

 
 
17%

2010

 
 
20%
Algebra II

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

105 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
42%

2011

 
 
63%

2010

 
 
68%
Biology/Life Sciences

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

250 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
44%

2011

 
 
44%

2010

 
 
27%
Chemistry

The state average for Chemistry was 46% in 2013.

177 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
50%

2011

 
 
43%

2010

 
 
46%
Earth Science

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

15 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
40%

2011

 
 
18%

2010

 
 
53%
English Language Arts

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

436 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
49%

2011

 
 
49%

2010

 
 
49%
Geometry

The state average for Geometry was 15% in 2013.

178 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
32%

2011

 
 
36%

2010

 
 
49%
High School (Summative) Mathematics (Grade 9-11)

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

23 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
88%

2011

 
 
94%

2010

 
 
94%
Science

The state average for Science was 54% in 2013.

434 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%

2011

 
 
61%

2010

 
 
57%
World History

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

442 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
37%

2011

 
 
39%

2010

 
 
40%
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.

40 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
18%

2011

 
 
9%

2010

 
 
15%
Algebra II

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

119 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
28%

2011

 
 
30%

2010

 
 
35%
Biology/Life Sciences

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

150 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
67%

2011

 
 
58%

2010

 
 
46%
Chemistry

The state average for Chemistry was 32% in 2013.

132 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
35%

2011

 
 
39%

2010

 
 
33%
Earth Science

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

87 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
42%

2011

 
 
38%

2010

 
 
28%
English Language Arts

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

430 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
48%

2011

 
 
49%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

180 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
21%

2011

 
 
21%

2010

 
 
23%
High School (Summative) Mathematics (Grade 9-11)

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

86 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
67%

2011

 
 
75%

2010

 
 
73%
Physics

The state average for Physics was 58% in 2013.

59 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
80%

2011

 
 
71%

2010

 
 
66%
U.S. History

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

426 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
49%

2011

 
 
54%

2010

 
 
48%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

Source: California Department of Education

Algebra I

All Students31%
Females34%
Males28%
African Americann/a
Asiann/a
Filipino58%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged30%
Non-economically disadvantaged33%
Students with disability14%
Students with no reported disability32%
English learner19%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)40%
Parent education - college graduate42%
Parent education - graduate school/post graduate18%
Parent education - declined to state22%

Algebra II

All Students69%
Females67%
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)67%
Economically disadvantaged63%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented74%
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 graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students71%
Females75%
Males64%
African Americann/a
Asian80%
Filipino79%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged68%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability72%
English learner41%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate64%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)78%
Parent education - college graduate66%
Parent education - graduate school/post graduate90%
Parent education - declined to state74%

Earth Science

All Students28%
Females22%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged26%
Non-economically disadvantaged32%
Students with disability10%
Students with no reported disability30%
English learner18%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)33%
Parent education - college graduate31%
Parent education - graduate school/post graduate53%
Parent education - declined to state33%

English Language Arts

All Students65%
Females75%
Males55%
African Americann/a
Asian76%
Filipino87%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged60%
Non-economically disadvantaged75%
Students with disability21%
Students with no reported disability68%
English learner25%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate52%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)75%
Parent education - college graduate71%
Parent education - graduate school/post graduate72%
Parent education - declined to state66%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
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 disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
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

Geometry

All Students76%
Females79%
Males70%
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)73%
Economically disadvantaged76%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate80%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

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 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

Algebra I

All Students19%
Females13%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged21%
Non-economically disadvantaged14%
Students with disability8%
Students with no reported disability20%
English learner14%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)4%
Parent education - college graduate35%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

Algebra II

All Students45%
Females33%
Males64%
African Americann/a
Asiann/a
Filipino50%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged49%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)25%
Parent education - college graduate40%
Parent education - graduate school/post graduate59%
Parent education - declined to staten/a

Biology/Life Sciences

All Students35%
Females33%
Males36%
African Americann/a
Asian55%
Filipino50%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged33%
Non-economically disadvantaged38%
Students with disability11%
Students with no reported disability38%
English learner20%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate39%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)38%
Parent education - college graduate47%
Parent education - graduate school/post graduate61%
Parent education - declined to state26%

Chemistry

All Students29%
Females26%
Males34%
African Americann/a
Asian71%
Filipino26%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantaged22%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability29%
English learner13%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate14%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)26%
Parent education - college graduate30%
Parent education - graduate school/post graduate53%
Parent education - declined to state20%

Earth Science

All Students33%
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 disability33%
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

English Language Arts

All Students54%
Females60%
Males48%
African Americann/a
Asian77%
Filipino68%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged47%
Non-economically disadvantaged64%
Students with disability9%
Students with no reported disability55%
English learner15%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate45%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)52%
Parent education - college graduate63%
Parent education - graduate school/post graduate74%
Parent education - declined to state58%

Geometry

All Students25%
Females21%
Males28%
African Americann/a
Asiann/a
Filipino36%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged25%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability26%
English learner21%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)33%
Parent education - college graduate28%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

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

All Students96%
Females100%
Malesn/a
African Americann/a
Asian100%
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 disadvantaged100%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented94%
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

Science

All Students60%
Females62%
Males58%
African Americann/a
Asian77%
Filipino74%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged55%
Non-economically disadvantaged67%
Students with disability18%
Students with no reported disability61%
English learner27%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate53%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)63%
Parent education - college graduate72%
Parent education - graduate school/post graduate79%
Parent education - declined to state56%

World History

All Students42%
Females36%
Males48%
African Americann/a
Asian77%
Filipino59%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged39%
Non-economically disadvantaged47%
Students with disability15%
Students with no reported disability44%
English learner22%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate35%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)48%
Parent education - college graduate56%
Parent education - graduate school/post graduate55%
Parent education - declined to state37%
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 Students15%
Females20%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learner16%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
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 Students21%
Females17%
Males23%
African Americann/a
Asiann/a
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)23%
Economically disadvantaged20%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability20%
English learner24%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)19%
Parent education - college graduate24%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Biology/Life Sciences

All Students63%
Females70%
Males53%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged55%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability66%
English learner21%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate47%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)64%
Parent education - college graduate83%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Chemistry

All Students17%
Females9%
Males26%
African Americann/a
Asiann/a
Filipino18%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged14%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability17%
English learner4%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)16%
Parent education - college graduate18%
Parent education - graduate school/post graduate22%
Parent education - declined to staten/a

Earth Science

All Students26%
Females14%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantaged27%
Non-economically disadvantaged24%
Students with disability16%
Students with no reported disability31%
English learner13%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)36%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students48%
Females56%
Males41%
African Americann/a
Asian71%
Filipino56%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged45%
Non-economically disadvantaged57%
Students with disability10%
Students with no reported disability51%
English learner12%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate34%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)56%
Parent education - college graduate58%
Parent education - graduate school/post graduate56%
Parent education - declined to state46%

Geometry

All Students20%
Females20%
Males21%
African Americann/a
Asiann/a
Filipino14%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged20%
Non-economically disadvantaged23%
Students with disability5%
Students with no reported disability23%
English learner16%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)30%
Parent education - college graduate15%
Parent education - graduate school/post graduate40%
Parent education - declined to staten/a

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

All Students66%
Females57%
Males75%
African Americann/a
Asian75%
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)60%
Economically disadvantaged69%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)50%
Parent education - college graduate60%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Physics

All Students85%
Females87%
Males84%
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)83%
Economically disadvantaged85%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)86%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students55%
Females51%
Males58%
African Americann/a
Asian67%
Filipino72%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged51%
Non-economically disadvantaged65%
Students with disability26%
Students with no reported disability58%
English learner25%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate37%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)58%
Parent education - college graduate59%
Parent education - graduate school/post graduate68%
Parent education - declined to state52%

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.

458 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%

2011

 
 
85%

2010

 
 
83%
Math

The state average for Math was 84% in 2013.

458 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
87%

2011

 
 
89%

2010

 
 
89%
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 Students86%
Females90%
Males82%
Gender Unknownn/a
African Americann/a
Asian91%
Filipino94%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Declined to staten/a
Economically disadvantaged83%
Non-economically disadvantaged92%
Economic Status Unknown83%
Students with disability38%
Tested with modificationsn/a
English learner62%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students90%
Females91%
Males89%
Gender Unknownn/a
African Americann/a
Asian91%
Filipino88%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged88%
Non-economically disadvantaged93%
Economic Status Unknown89%
Students with disability50%
Tested with modificationsn/a
English learner80%
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 State average
White 57% 26%
Hispanic 25% 52%
Asian or Asian/Pacific Islander 15% 11%
Black 2% 6%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 57%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: CRDC, 2011-2012

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and more! Get started »

School basics

School Leader's name
  • Jennifer Earl
Fax number
  • (818) 247-8825

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this 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.

 
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651 Glenwood Road
Glendale, CA 91202
Website: Click here
Phone: (818) 242-6801

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