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Teacher quality
Principal leadership
Parent involvement
All 4 of my children have attended GHS and the education is rigorous and prepares students well for college. I, myself, am an educator and I recognize the quality of the programs at GHS. Kudos to GUSD for realizing that every child counts!
—Submitted by a parent
With the new addition of the Event center, theater, updating the pool and fresh coat of paint GHS has improved on its physical appearence. Lacking is still a cafeteria and necessary track/field/football /baseball upgrades! Finally having a steady principal has been a plus. Great councelors, sports programs, music and pretty good staff.Special needs/Disable kids treated very well.
—Submitted by a parent
The music program is one of the best in the area. Caring and excellent staff.
—Submitted by a parent
My son also was one who was promoted up grades with F's. Despite my attempts at discussing his needs with the counselors and teachers, it became apparent that there was no 'team' learning environment anymore at GHS. While there are always exceptions (and GHS does have a few good teachers and administrators), my child was definitely one of those left behind. What a decline in education excellence from my day!
—Submitted by a parent
This School Is a great school, the staff are very nice, and some say all student are spoiled rich kid, it is not true, because i'm a student and i'm not rich or spoiled
—Submitted by a student
Declining enrollment is a major issue impacting funding. New teachers are hired as temporary to the detriment of the students and teacher morale. This school's strength is its band and art programs. Sports are abundant. The campus is open and beautifully landscaped. The majority of the students are wonderful as well as most of the teachers. Special needs students are well served by Mrs. Valentine and Mrs. Pollard. All students are encouraged to enroll in college and to do their best. Glendora High School has some excellent opportunities for all students who choose to follow the rules and apply themselves. Robin Huntington
—Submitted by Robin Huntington, a teacher
My children had been at a private school through 8th grade and then came to GHS as Freshman. We have absolutely loved every thing about GHS. They offer AP classes that have continued to challenge my children as well as sports, choir and band. The Administration, teachers, parents and other students have been friendly and helpful. My youngest will start GHS in September and we couldn't be happier.
—Submitted by a parent
The school is excellent, the senior class is academically the smartest class to graduate in Glendora's history. I have not yet met one teacher who did not want their students to succeed, and as far as I am concerned every teacher encourages academic excellence and they are always willing to help. Glendora High is definitely not lacking parent and teacher involvement, for the most part. There are always the few parents who just don't care about their kids enough to make any effort and simply blame their problems on staff members and 'rich' students.
—Submitted by a student
I am a 15-year-old girl who is going to GHS. All my life until this year I have been home-schooled. The school has a really clean and friendly environment. The amazing teachers are the best part of the school. Mrs. Fallon, Mr. Wingerd, and Mr. Mair, Ms. Bell, Dr. Trevor, and Mrs. Trimble are the teachers I have had this year, and they are all awesome! I commute all the way from Orange County, but it is worth it. I would definitely recommend this school.
—Submitted by a student
I totally disagree about Glendora High School lacking support of students with special needs. Not only did GHS help my autistic son greatly, he was weaned of Adaptive P.E., found a love for physical education and graduated with a very decent GPA. He never needed RSP while at GHS because his teachers were dedicated and knew their stuff! I transferred my son from a neighboring district where I worked. This district had more RSP and Special Needs students than Glenora has, but my son was either ignored or persecuted. I love GHS and would recommend it to any and everyone who cares about their child's future. By the way, I am not at all rich, many children who attend GHS are not from rich families. It is sad that so many people think that is so.
—Submitted by a parent
Great academics. My daughter loves it and is doing very well there. Currently a Junior and is a Varsity Cheerleader.
—Submitted by a parent
By reading other people s comments, I now understand why my son was having problems and never learned what they were trying to teach him. The schools are understaffed and the teachers really don t care. This School passed my son through every grade, with straight F's. He is at Glendora High. (Failing every course) I can't help but think if there had been adequate staff there to help him out like I had asked, how he would be doing today.
—Submitted by Robert Bates, a parent
Faculty and administration lack the authority and expertise to deal with the student population of spoiled rich kids. Family oriented bedroom community.
—Submitted by an administrator
WONDERFUL school, as long as your child does not need services for Special Ed. If so ........ run fast to a district that can better meet your child's needs, one that services special ed students and can also 'network' better with services AFTER HIGH SCHOOL, such as State rehab or outreach programs. This is where Glendora High is lacking. But then if you have a 'GATE' student you can not go wrong with this school.
—Submitted by a former student
Glendora High School offers an amazing breadth of academic opportunities for students seeking to achieve admittance to high eduation. There are a number of Advanced Placement courses that provide a challenging and fun curriculum. The new events center promises to give the theater department a better space to work in. I was in drama for four years and we produced some of the best shows in our tiny little run down theater; however, a new space was desperetly needed. There are plenty of extracurricular activities and clubs to be a part of. The faculty is heavily involved in all areas of the education.
—Submitted by a former student
Glendora High School has tremendous potential to be an outstanding school; however, a lack of leadership by administration (primarily the principal) has left the school languishing. The good news is a new principal has been hired to begin the 2005-06 school year. The school offers a variety of AP and honors courses, and the level of teaching in these classes is of a higher quality than in the regular college prep classes. The school has a very safe environment with above average parental involvement. It offers many extracurricular activities, but lacks imaginatiion in terms of course offerings.
—Submitted by a parent
Both of my daughters attended this high school. It is a fine high school in a fine community.
—Submitted by a parent
Excellent school in the area, but over the last 3 to 5 years has shown slippage in quality of education.
—Submitted by a parent
I am currently a student at GHS, not a parent, but I would like to submit my input all the same. Glendora High School was my choice for education, not because of covenience or anything else, but for the comradeship that I had experienced. People care about their school, there are many who welcome new students including myself. People are just nicer to each other. They have courses that fit my high needs and teachers that give up their time if you should ever need any help. GHS has given me a sense that I belong and a student body that is always there to support me.
—Submitted by a student
This school provides a perfect education, and though few teachers are of a low quality, my child still has high test scores.
—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.
350 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
508 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
589 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.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
182 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
380 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
590 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
262 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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
581 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
473 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.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
296 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
345 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
553 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
85 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.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
576 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 | 40% |
| Females | 45% |
| Males | 36% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 42% |
| Students with disability | 14% |
| Students with no reported disability | 41% |
| English learner | 27% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 94% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 66% |
| Males | 70% |
| African American | 36% |
| Asian | 85% |
| Filipino | 76% |
| 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) | 72% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 71% |
| Students with disability | 52% |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 24% |
| Females | 16% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| 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) | 31% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 24% |
| Students with disability | 18% |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 77% |
| Males | 71% |
| African American | 54% |
| Asian | 91% |
| Filipino | 89% |
| Hispanic or Latino | 64% |
| 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) | 78% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 78% |
| Students with disability | 38% |
| Students with no reported disability | 77% |
| English learner | 15% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | n/a |
| Males | 27% |
| 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) | 17% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 12% |
| Students with disability | 20% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| 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 | 75% |
| Females | 73% |
| Males | 76% |
| African American | n/a |
| Asian | 94% |
| Filipino | 42% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 76% |
| 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 |
| 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 | 97% |
| Females | 97% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 27% |
| Females | 29% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 29% |
| Students with disability | 5% |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 29% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 67% |
| Males | 73% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 47% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 51% |
| Students with disability | 24% |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 48% |
| Males | 58% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 13% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 76% |
| Males | 63% |
| African American | 73% |
| Asian | 93% |
| Filipino | 75% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 74% |
| Students with disability | 29% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 21% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 27% |
| Students with disability | 36% |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 94% |
| Males | 94% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 67% |
| Males | 72% |
| African American | n/a |
| Asian | 86% |
| Filipino | 73% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 73% |
| Students with disability | 44% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 50% |
| Males | 58% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| 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 | 39% |
| Non-economically disadvantaged | 59% |
| Students with disability | 17% |
| Students with no reported disability | 60% |
| English learner | 8% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 64% |
| 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 | 4% |
| Females | n/a |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 7% |
| Students with disability | 7% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| 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 | 29% |
| Females | 22% |
| Males | 36% |
| African American | n/a |
| Asian | 57% |
| Filipino | 15% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 60% |
| Males | 61% |
| African American | n/a |
| Asian | 85% |
| Filipino | 67% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 63% |
| Students with disability | 14% |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 24% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | n/a |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| 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 | 69% |
| Females | 71% |
| Males | 66% |
| African American | n/a |
| Asian | 81% |
| Filipino | 74% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 71% |
| Students with disability | 25% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | 21% |
| Males | 22% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| 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 | 25% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 79% |
| Males | 86% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 88% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 60% |
| Males | 67% |
| African American | n/a |
| Asian | 78% |
| Filipino | 57% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 67% |
| Students with disability | 19% |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 78% |
| 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 |
| 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.
625 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
622 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 | 92% |
| Females | 96% |
| Males | 89% |
| African American | 79% |
| Asian | 94% |
| Filipino | 100% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 96% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | 52% |
| Tested with modifications | n/a |
| English learner | 33% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 93% |
| Females | 95% |
| Males | 92% |
| African American | 86% |
| Asian | 94% |
| Filipino | 100% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 96% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | 56% |
| Tested with modifications | n/a |
| English learner | 42% |
| 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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 57% | 28% | ||
| Hispanic or Latino | 20% | 49% | ||
| Multiple or No Response | 13% | 3% | ||
| Asian | 5% | 8% | ||
| Filipino | 2% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 8% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 62% | 85% | ||
| Arabic | 10% | 1% | ||
| Korean | 6% | 1% | ||
| Mandarin (Putonghua) | 6% | 1% | ||
| French | 4% | 0% | ||
| Armenian | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| German | 2% | 0% | ||
| Gujarati | 2% | 0% | ||
| Indonesian | 2% | 0% | ||
| Japanese | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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1600 East Foothill Boulevard
Glendora,
CA 91741
Website: Click here
Phone: (626) 963-5731
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