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Glendora High School

Public | 9-12 | 2159 students

Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted February 5, 2009

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


Posted October 27, 2008

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


Posted March 1, 2008

The music program is one of the best in the area. Caring and excellent staff.
—Submitted by a parent


Posted December 5, 2007

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


Posted November 1, 2007

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


Posted June 18, 2007

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


Posted May 29, 2007

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


Posted March 12, 2007

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


Posted January 29, 2007

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


Posted July 18, 2006

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


Posted February 23, 2006

Great academics. My daughter loves it and is doing very well there. Currently a Junior and is a Varsity Cheerleader.
—Submitted by a parent


Posted January 13, 2006

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


Posted December 8, 2005

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


Posted September 27, 2005

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


Posted August 7, 2005

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


Posted June 29, 2005

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


Posted June 4, 2005

Both of my daughters attended this high school. It is a fine high school in a fine community.
—Submitted by a parent


Posted April 23, 2005

Excellent school in the area, but over the last 3 to 5 years has shown slippage in quality of education.
—Submitted by a parent


Posted March 20, 2005

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


Posted September 21, 2004

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.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

837

Change from
2011 to 2012

+1

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

8 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

837

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+1

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

9 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

350 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
44%

2010

 
 
46%

2009

 
 
50%
Algebra II

The state average for Algebra II was 69% in 2012.

36 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
88%

2010

 
 
84%

2009

 
 
93%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

508 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
69%

2010

 
 
63%

2009

 
 
67%
Earth Science

The state average for Earth Science was 39% in 2012.

105 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
32%

2010

 
 
21%

2009

 
 
22%
English Language Arts

The state average for English Language Arts was 57% in 2012.

589 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
76%

2010

 
 
67%

2009

 
 
76%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

21 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
15%

2010

 
 
5%

2009

 
 
4%
Geometry

The state average for Geometry was 48% in 2012.

182 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
77%

2010

 
 
71%

2009

 
 
90%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

122 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
95%

2010

 
 
94%

2009

 
 
89%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

105 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
34%

2010

 
 
29%

2009

 
 
19%
Algebra II

The state average for Algebra II was 42% in 2012.

166 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
60%

2010

 
 
74%

2009

 
 
77%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

171 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
27%

2010

 
 
30%

2009

 
 
23%
Chemistry

The state average for Chemistry was 51% in 2012.

380 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
43%

2010

 
 
39%

2009

 
 
51%
Earth Science

The state average for Earth Science was 35% in 2012.

50 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
15%

2010

 
 
42%

2009

 
 
9%
English Language Arts

The state average for English Language Arts was 50% in 2012.

590 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
74%

2010

 
 
62%

2009

 
 
63%
Geometry

The state average for Geometry was 17% in 2012.

262 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
35%

2010

 
 
30%

2009

 
 
35%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
94%

2011

 
 
84%

2010

 
 
90%

2009

 
 
100%
Science

The state average for Science was 53% in 2012.

581 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
64%

2010

 
 
64%

2009

 
 
62%
World History

The state average for World History was 46% in 2012.

473 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
52%

2010

 
 
50%

2009

 
 
55%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

23 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
3%

2010

 
 
11%

2009

 
 
18%
Algebra II

The state average for Algebra II was 15% in 2012.

296 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
25%

2010

 
 
28%

2009

 
 
29%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

345 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
55%

2010

 
 
70%

2009

 
 
47%
Chemistry

The state average for Chemistry was 34% in 2012.

76 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
21%

2010

 
 
21%

2009

 
 
28%
Earth Science

The state average for Earth Science was 38% in 2012.

22 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
28%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

553 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
65%

2010

 
 
57%

2009

 
 
65%
Geometry

The state average for Geometry was 9% in 2012.

85 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
18%

2010

 
 
10%

2009

 
 
13%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
82%

2011

 
 
71%

2010

 
 
81%

2009

 
 
80%
Physics

The state average for Physics was 56% in 2012.

110 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
94%

2010

 
 
91%

2009

 
 
93%
U.S. History

The state average for U.S. History was 48% in 2012.

576 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
67%

2010

 
 
60%

2009

 
 
67%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students40%
Females45%
Males36%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged32%
Non-economically disadvantaged42%
Students with disability14%
Students with no reported disability41%
English learner27%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate14%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)40%
Parent education - college graduate42%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Algebra II

All Students97%
Females94%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Biology/Life Sciences

All Students68%
Females66%
Males70%
African American36%
Asian85%
Filipino76%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged49%
Non-economically disadvantaged71%
Students with disability52%
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate54%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)59%
Parent education - college graduate78%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Earth Science

All Students24%
Females16%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged23%
Non-economically disadvantaged24%
Students with disability18%
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate22%
Parent education - some college (includes AA degree)21%
Parent education - college graduate33%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

English Language Arts

All Students74%
Females77%
Males71%
African American54%
Asian91%
Filipino89%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged53%
Non-economically disadvantaged78%
Students with disability38%
Students with no reported disability77%
English learner15%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate33%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)65%
Parent education - college graduate84%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students19%
Femalesn/a
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)17%
Economically disadvantagedn/a
Non-economically disadvantaged12%
Students with disability20%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students75%
Females73%
Males76%
African Americann/a
Asian94%
Filipino42%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged54%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate77%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

All Students97%
Females97%
Males98%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino97%
Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate94%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students27%
Females29%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged21%
Non-economically disadvantaged29%
Students with disability5%
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate22%
Parent education - some college (includes AA degree)24%
Parent education - college graduate33%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

Algebra II

All Students70%
Females67%
Males73%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)75%
Economically disadvantaged54%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)59%
Parent education - college graduate81%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Biology/Life Sciences

All Students46%
Females47%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged34%
Non-economically disadvantaged51%
Students with disability24%
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)48%
Parent education - college graduate51%
Parent education - graduate school/post graduate46%
Parent education - declined to staten/a

Chemistry

All Students53%
Females48%
Males58%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged36%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)47%
Parent education - college graduate55%
Parent education - graduate school/post graduate61%
Parent education - declined to staten/a

Earth Science

All Students40%
Females13%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
White (not Hispanic)55%
Economically disadvantaged18%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)42%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students69%
Females76%
Males63%
African American73%
Asian93%
Filipino75%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged44%
Non-economically disadvantaged74%
Students with disability29%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)62%
Parent education - college graduate78%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Geometry

All Students27%
Females21%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged25%
Non-economically disadvantaged27%
Students with disability36%
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)34%
Parent education - college graduate25%
Parent education - graduate school/post graduate23%
Parent education - declined to staten/a

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

All Students94%
Females94%
Males94%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino100%
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students70%
Females67%
Males72%
African Americann/a
Asian86%
Filipino73%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged53%
Non-economically disadvantaged73%
Students with disability44%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate49%
Parent education - some college (includes AA degree)65%
Parent education - college graduate75%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

World History

All Students54%
Females50%
Males58%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged39%
Non-economically disadvantaged59%
Students with disability17%
Students with no reported disability60%
English learner8%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)51%
Parent education - college graduate62%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students4%
Femalesn/a
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)0%
Economically disadvantagedn/a
Non-economically disadvantaged7%
Students with disability7%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students29%
Females22%
Males36%
African Americann/a
Asian57%
Filipino15%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged17%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)26%
Parent education - college graduate33%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Biology/Life Sciences

All Students60%
Females60%
Males61%
African Americann/a
Asian85%
Filipino67%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged47%
Non-economically disadvantaged63%
Students with disability14%
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)58%
Parent education - college graduate63%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Chemistry

All Students34%
Females24%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged7%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)30%
Parent education - college graduate33%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Earth Science

All Students36%
Femalesn/a
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)33%
Economically disadvantagedn/a
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students69%
Females71%
Males66%
African Americann/a
Asian81%
Filipino74%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged55%
Non-economically disadvantaged71%
Students with disability25%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate31%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)63%
Parent education - college graduate73%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Geometry

All Students21%
Females21%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
White (not Hispanic)19%
Economically disadvantaged23%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)22%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students82%
Females79%
Males86%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
White (not Hispanic)83%
Economically disadvantaged55%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate85%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Physics

All Students93%
Females88%
Males97%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
White (not Hispanic)96%
Economically disadvantaged100%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)91%
Parent education - college graduate90%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

U.S. History

All Students63%
Females60%
Males67%
African Americann/a
Asian78%
Filipino57%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged46%
Non-economically disadvantaged67%
Students with disability19%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate27%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)59%
Parent education - college graduate68%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

World History

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

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

625 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
92%

2010

 
 
93%

2009

 
 
92%
Math

The state average for Math was 84% in 2012.

622 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
95%

2010

 
 
92%

2009

 
 
93%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students92%
Females96%
Males89%
African American79%
Asian94%
Filipino100%
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state96%
Economically disadvantaged81%
Non-economically disadvantaged95%
Economic Status Unknownn/a
Students with disability52%
Tested with modificationsn/a
English learner33%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students93%
Females95%
Males92%
African American86%
Asian94%
Filipino100%
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state96%
Economically disadvantaged85%
Non-economically disadvantaged95%
Economic Status Unknownn/a
Students with disability56%
Tested with modificationsn/a
English learner42%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 12%N/A24%
Students eligible for free or reduced-price lunch program 28%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 99%N/A96%
Emergency credential or waiver 3%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1600 East Foothill Boulevard
Glendora, CA 91741
Website: Click here
Phone: (626) 963-5731

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