GreatSchools Rating
Take along one of
our checklists:
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Herbert Hoover High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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.
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.
317 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
441 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.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
96 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.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
314 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
476 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
217 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
474 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
482 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.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
459 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
175 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
460 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 39% |
| Females | 41% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | 54% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 45% |
| Students with disability | 21% |
| Students with no reported disability | 39% |
| English learner | 25% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 35% |
| All Students | 87% |
| Females | 100% |
| Males | n/a |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 74% |
| Males | 79% |
| African American | n/a |
| Asian | 93% |
| Filipino | 91% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 45% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 76% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 81% |
| All Students | 28% |
| Females | 20% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | 36% |
| Hispanic or Latino | 22% |
| 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) | 29% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 36% |
| Students with disability | 12% |
| Students with no reported disability | 31% |
| English learner | 16% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 21% |
| All Students | 63% |
| Females | 68% |
| Males | 60% |
| African American | n/a |
| Asian | 84% |
| Filipino | 78% |
| Hispanic or Latino | 66% |
| 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) | 58% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 73% |
| Students with disability | 40% |
| Students with no reported disability | 64% |
| English learner | 29% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 66% |
| All Students | 5% |
| Females | n/a |
| Males | 8% |
| 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 | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | 5% |
| 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 | 64% |
| Females | 62% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 58% |
| 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 | 21% |
| Females | 23% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 32% |
| Students with disability | 0% |
| Students with no reported disability | 24% |
| English learner | 16% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 42% |
| Females | 45% |
| Males | 41% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 42% |
| Males | 46% |
| African American | n/a |
| Asian | 64% |
| Filipino | 59% |
| 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) | 46% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 59% |
| Students with disability | 26% |
| Students with no reported disability | 47% |
| English learner | 24% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 42% |
| All Students | 50% |
| Females | 43% |
| Males | 57% |
| African American | n/a |
| Asian | 59% |
| Filipino | 83% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 33% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 53% |
| All Students | 40% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| 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 | 49% |
| Females | 56% |
| Males | 43% |
| African American | 67% |
| Asian | 71% |
| Filipino | 66% |
| 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) | 47% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 62% |
| Students with disability | 18% |
| Students with no reported disability | 51% |
| English learner | 12% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 48% |
| All Students | 32% |
| Females | 31% |
| Males | 33% |
| African American | n/a |
| Asian | 36% |
| Filipino | 7% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 30% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 27% |
| All Students | 88% |
| Females | 91% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 82% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 57% |
| Males | 58% |
| African American | 75% |
| Asian | 73% |
| Filipino | 72% |
| Hispanic or Latino | 55% |
| 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 | 53% |
| Non-economically disadvantaged | 67% |
| Students with disability | 39% |
| Students with no reported disability | 59% |
| English learner | 28% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 52% |
| All Students | 37% |
| Females | 33% |
| Males | 40% |
| African American | 50% |
| Asian | 59% |
| Filipino | 52% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 47% |
| Students with disability | 21% |
| Students with no reported disability | 38% |
| English learner | 14% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 34% |
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 | 18% |
| Females | 22% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 5% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 28% |
| Females | 29% |
| Males | 29% |
| African American | n/a |
| Asian | 46% |
| Filipino | 27% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 32% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 13% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 72% |
| Males | 61% |
| African American | n/a |
| Asian | 82% |
| Filipino | 93% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 78% |
| Students with disability | 25% |
| Students with no reported disability | 70% |
| English learner | 36% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 37% |
| Males | 33% |
| African American | n/a |
| Asian | 54% |
| Filipino | 50% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 15% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 42% |
| Females | 32% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 54% |
| Students with disability | 62% |
| Students with no reported disability | 40% |
| English learner | 15% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 52% |
| Males | 45% |
| African American | n/a |
| Asian | 67% |
| Filipino | 69% |
| 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) | 43% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 61% |
| Students with disability | 13% |
| Students with no reported disability | 50% |
| English learner | 12% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 25% |
| All Students | 21% |
| Females | 24% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | 35% |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 19% |
| Students with disability | 0% |
| Students with no reported disability | 23% |
| English learner | 26% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 67% |
| Females | 60% |
| Males | 77% |
| African American | n/a |
| Asian | 87% |
| Filipino | 62% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 76% |
| Males | 85% |
| 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) | 67% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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 | 49% |
| Females | 44% |
| Males | 55% |
| African American | n/a |
| Asian | 64% |
| Filipino | 67% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 55% |
| Students with disability | 28% |
| Students with no reported disability | 50% |
| English learner | 19% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 25% |
| 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.
486 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
484 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 | 83% |
| Females | 90% |
| Males | 76% |
| African American | 92% |
| Asian | 92% |
| Filipino | 93% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Declined to state | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 87% |
| Students with disability | 56% |
| Tested with modifications | n/a |
| English learner | 58% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 90% |
| Males | 85% |
| African American | 75% |
| Asian | 97% |
| Filipino | 93% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 93% |
| Students with disability | 43% |
| Tested with modifications | n/a |
| English learner | 75% |
| 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 | 58% | 27% | ||
| Hispanic | 25% | 51% | ||
| Asian | 15% | 11% | ||
| Black | 2% | 7% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 56% | N/A | 54% |
| English language learners 2 | 21% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Armenian | 68% | 1% | ||
| Spanish | 18% | 85% | ||
| Korean | 8% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Rumanian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Bengali | 0% | 0% | ||
| French | 0% | 0% | ||
| Russian | 0% | 0% | ||
| 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 | 15 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
651 Glenwood Road
Glendale,
CA 91202
Website: Click here
Phone: (818) 242-6801
To start a new list, click OK. Otherwise click Cancel.
Scholars Preparatory School
Los Angeles, CA
Daily (Allan F.) High (Continuation) School
Glendale, CA
Holy Family High School College Prepatory
Glendale, CA
Tobinworld School
Glendale, CA
Burbank USD Community Day School
Burbank, CA
College View School
Glendale, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Herbert Hoover High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

