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GreatSchools Rating

Granada Hills Charter High School

Charter | 9-12 | 4143 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 8 ratings
2013:
Based on 6 ratings
2012:
Based on 5 ratings
2011:
Based on 5 ratings

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67 reviews of this school


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Posted August 12, 2014

Horrible. Students are lost in a sea of 5000 other students and it seems most of the administration and especially the deans are on a power trip.
—Submitted by a parent


Posted August 1, 2014

I just graduated from GHCHS and had a somewhat mixed experience. I was enrolled in a lot of their AP courses and some of the teachers did a good job getting us prepared for the exams but some of the teachers either went overkill on the work and stressed us all out or had us do projects and debates which didn't help at all. One English teacher who assigned us essays after we took the English AP exam, when most teachers realized we had other AP exams to study for this teacher either wasn't aware we were taking other AP exams or didn't care. The counselors and directors were really strict which can be a good thing but being sent to to tardy lock out for being 30 seconds late to class was annoying. The school can also be cold towards students and teachers, they will kick out students if they don't comply with fairly minor rules, and they fired a teacher who's Dad died during the school year. I agree with the comments about bullying just because the staff doesn't see students bullying doesn't mean it's not occurring.
—Submitted by a student


Posted July 1, 2014

I feel compelled to write a review to address the bad ones on the site. This school paid very close attention to my sons needs. After completing 9th grade, he was recruited for the inaugural Global Business and Finance program. He kept most of the same teachers throughout his time. They were hands on, helped him not fall behind when he broke his leg Sophomore year, and supported him during his tenure. It is a hard school academically. But joining the smaller programs the school offers will provide your student with the attention and support you may want.They offer so many programs that even private schools can't. It is a very good public school.
—Submitted by a parent


Posted June 22, 2014

To the most recent review, actually i wouldn't even call it a review. There is no explanation as to why the school is so bad so i suggest everyone to pay no attention to that comment. GHCHS is definitely the best school in the valley, if not the entire state of California. With an entire buffet of classes to take including Granada exclusive classes such as Autoshop, Woodshop, Arabic, Korean, Mandarin, and over 20 selections of AP courses. Granada tends to a students every need, and as many positive comments say, it gives the student every tool necessary to succeed. As far as academics, Granada cannot be topped. Our most recent graduating class had 129 students who maintained a 4.0 and higher GPA throughout all of their years in high school. The year before, there were 126 students to graduate with over a 4.0. Granada is without a doubt, the best school to prepare your student for college, and colleges/universities nationwide are very familiar with Granada. Granada is also host to over 40 different clubs and organizations, so a student will always have activities to participate in around campus. Sports include Track & Field, Football, Basketball, Soccer, Baseball, Volleyball, Golf,
—Submitted by a student


Posted June 9, 2014

This school is one of the worst high schools in California! DO NOT SEND YOUR CHILD HERE!!!
—Submitted by a parent


Posted May 10, 2014

Most of the people I know in this school tell me that they're very stressed out by how hard GHCHS is. I would know too because I go here and I'm in the same scenario. And yes, this school has its fair share of bad teachers, but there are some good exceptions. I understand that GHCHS prepares you for college by giving you a lot of work to simulate a college environment, but what doesn't impress me is how the school doesn't really seem to answer a student's call of need. What I mean is that if a student is stressed out by all the work and their parents keep telling them to do better even though the student is doing the best he or she can, it's the school's fault for almost ignoring that (unless they never knew) and it's also the parents' faults for forgetting that their kid is in one of the toughest high schools in all of California. So, for all parents who plan on sending their kid(s) here - if your child seems to be struggling in this school, don't forget that this is a very hard school, so don't bombard them with anger. Encourage them to do better by helping them, not by scolding them (that will only stress out your child even more). Stress kills faster than getting "bad" grades.
—Submitted by a student


Posted April 23, 2014

I was delighted at first to send my then senior and my 9th grader there for the first time thinking this seems so impressive but as the weeks rolled on we realized that this was just hype and the teachers really don't care, you are just one of thousands. If you as a parent have a complaint you are welcome to have your two minutes in front of the board but nothing is resolved as they post their decision next week instead of having any debate. Who watches how things are done as LAUSD can't touch the school so there is no outside oversight. If your student wants to shine academically and be on sports teams and leadership, all things that colleges are looking for, I recommend going to a smaller school! Colleges do not care where your kid goes to school.They care about GPA and school involvement as well as SAT/ACT scores. And yes, we did deal with bullying on my freshman son.
—Submitted by a parent


Posted April 9, 2014

I honestly don't agree with what the last couple of reviews said. I have never seen bullying, sexual harassment, etc. The staff is wonderful and the teachers are so helpful. If a student is having trouble in a class they have many tutoring classes they can take. The teachers care about your well-being and want you to learn. As for tardies, I do ,believe it is too much to give an hour of detention but this motivates me to get to class faster. If I had to say one bad thing about this school is that is way overcrowded, but this is also a good thing because everyone has there own group and the word popularity is never mentioned. Overall, this school is a 5 (:


Posted October 29, 2013

I find the attitude of the administration very arrogant and the use of discipline over the top and very draconian. I think sending a student who is tardy to the "naughty room" and miss out on the class is counter-intuitive. For habitually late students, the counselor should instead call in the parents and try to figure out what's happening. Shouldn't the idea is to get the kids into class? This is typical of the way the school thinks. Also, any money they have should be funneled into the classrooms or worthwhile programs (athletics, band, etc.) and not spent on tee shirts and daytime fireworks. I think this school has its priorities all wrong.
—Submitted by a parent


Posted September 8, 2013

The comment below about bullying is 100% true. Both of our daughters went to school here and we ended up having to transfer both of them to other schools. The bullying is absolutely relentless. The administration refuses to do anything to stem it, either. It's just a matter of time until the suicide rate at Granada reflects the abysmal situation here.
—Submitted by a parent


Posted September 5, 2013

The comment below was absolutely false in every way. Granada Hills Charter High School has very rigorous curriculum for all students. You may think that it is a school where you cannot succeed because of all the competition but that is totally false. EVERY SINGLE STUDENT THERE HAS ALL THE TOOLS NEEDED TO SUCCEED. Granada has excellent teachers who CARE about they're students and WANT them to succeed. Ultimately, it is up to the student to be able to thrive at Granada. If the student will not work hard and not do assignments when they are given then no I think you shouldn't go there. Granada is for students who want an excellent education and care about their education. And as for the bullying I HAVE SEEN NONE. Bullying doesn't exist at Granada. Granada is a safe place with kind people who care about their education. In conclusion, Granada is a fantastic school with the absolute best education given.


Posted July 15, 2013

Attending Granada proved to be both mediocre on academics and absolutely dreadful on bullying. The staff is callous does absolutely nothing to stop or prevent bullying. And they do not take any action whatsoever when a case of bullying is brought to their attention, aside from a slap on the wrist to the offender (or in the vast majority of cases just a verbal warning). Don't send you children there unless you want them to be subject to all of this. The bullying is frequent and quite common and it does not stop at just regular one person to one person bullying (the bullying can become gang backed in some cases). The bathrooms are so dirty you simply cannot use them until after you leave school. Gangs, drugs and even sexual harrassment are also a significant part of the schooling experience at Granada as well.


Posted July 15, 2013

My son has now attended GHCHS for one year and has done remarkably. I have not seen any bullying of my son whatsoever and I am very vigilant in watching for this. The teachers have been very accessible and willing to give feedback and assist with tutoring after school when needed. My son's Spanish teacher was terrific and spent many long hours after school assisting him and was nothing short of supportive and encouraging. Every time we asked for additional help for my son (who attends their special day program 1/2 of the school day), we were given several options and as a result, he has thrived at Granada. Of course much is expected from students in high schools, and Granada is no exception. We petitioned to come here via the lottery and we couldn't be happier. Thank you Granada!
—Submitted by a parent


Posted February 6, 2013

So basically this is my first year are Granada and let me tell you this so far i hate this school with a passion. Although most people think that Granada is the "best school in the valley" i think otherwise. First of all some teachers shouldn't even be qualified to be teachers in the Mathematics and Science fields(mostly in physics although there is one good teacher). The only teachers that are qualified to be teachers is probably in the English field GHI) and History field. and also the staff is just plain rude and mean. The sports/extracurricular are good its just the staff and choice in some teachers that is upsetting me. Also the school is really strict. I hope i end this school year quick.


Posted December 17, 2012

I think, overall, Granada is a great school with more to offer than most other schools in the area. It might not be the right fit for everyone, but no school will be that. My children have had mostly great teachers. Again, not ALL great, but mostly, and no school is going to have 100% great teachers. When people say the school "expects too much" from the students, I'm not sure what they want. Expect mediocrity? When they say the school is too strict, I disagree. They have rules and they enforce them, unlike many other schools, and I think that's a good thing. What kind of message does it send if you have rules, but do nothing when they are broken. I realize that test scores aren't everything, but I don't know how someone can say the teachers at Granada have an inability to teach when it is clear that the majority of students thrive at Granada. I'd rather have my child there, with many extra-curricular opportunities to choose from, a safe campus and several types of curriculum, than at a school that has to close half their bathrooms due to lack of security.
—Submitted by a parent


Posted December 16, 2012

We came to this 2012 schoolyear in part by using GreatSchools comments from up to 2011 school year. Other reasons were are friends that follow alot of the same thinking and hopes for outcomes about schooling as we do . Something though is not quite right at this school from what I believed we were entering into. The new reviewers are relating the same vibes I get. Staff only for the Staff and pushing out kids who wont in their pers opinion add #s to a raise in the test score reputation of the school. I say " their opinion " cause I really think it's a hotbed of b-team type teachers who wanna project cool progressiveness to cover up their inability to teach and have found a market for that in this area. If a charter isnt bound up by nonsense big district red tape why would they need such rigid rules and dig yer heals in teacher mentality ? And that when given a tap of sense they appear to us to crumble ???The two stars rep I gave are for the fabulous families and their kids who attend. I cant say how their learning or real grades are but they are good friends to us and our child social self esteem soars. buyer beware.
—Submitted by a parent


Posted October 29, 2012

Although GHCHS has an excellent academic record, great sports teams, and lots of after school programs, etc the biggest problem that I see is the size. GHCHS has over 4000 students and one lunch period, it is impossible for everyone to get through the cafeteria lines in time to eat. There are fast food carts but they re not very nutritional, your fate is determined by how close your class is to the cafeteria before lunch. It also takes spending all lunch period in line at the student store to purchase event tickets or supplies. There are a lot of students who just don t eat lunch or eat from a vending machine


Posted October 26, 2012

this school is not what we were expecting, I'm not happy with this schools performance.
—Submitted by a parent


Posted August 11, 2012

Each of my children attended different high schools and Granada Hills was the best by far. With caring and competent teachers, my child was able to thrive. The school was strict about its rules but I didn't see the bullying problems that were prevalent in my other children's schools. I highly recommend this school.
—Submitted by a parent


Posted October 31, 2011

Negative and positive experiences at this school. The teachers seem very enthusiastic and caring. There seems to be a lot of help available for your child. The administration runs things differently than any other school we've been to, which is a good thing! Way too much homework though!!! Doing homework from 3:30 to midnight every night and at least one full day on the weekend sometimes both days is just a little too much! These are children not robots. My child is under a huge amount of stress and I don't like it at all. Also the basketball coach shouldn't even bother holding tryouts if he had already made his choices before tryouts. It would have saved me a lot of time. Those were the worst tryouts I've ever watched. He advanced kids that lost the challenges and cut the ones that won????????
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

885

Change from
2012 to 2013

+8

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

6 / 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 met all student subgroup API targets for 2013

This school's
API score

885

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+8

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

406 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
53%

2011

 
 
52%

2010

 
 
35%
Algebra II

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

490 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
74%

2011

 
 
65%

2010

 
 
66%
Biology/Life Sciences

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

968 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
69%

2010

 
 
89%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
57%
English Language Arts

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

1028 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%

2011

 
 
80%

2010

 
 
81%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

2013

 
 
n/a

2012

 
 
77%

2011

 
 
66%

2010

 
 
77%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

82 students were tested at this school in 2013.

2013

 
 
65%
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
44%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

66 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
20%

2011

 
 
41%

2010

 
 
25%
Algebra II

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

376 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
29%

2011

 
 
18%

2010

 
 
15%
Biology/Life Sciences

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

153 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
59%

2011

 
 
58%

2010

 
 
69%
Chemistry

The state average for Chemistry was 46% in 2013.

798 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
65%

2011

 
 
69%

2010

 
 
86%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

1015 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
79%

2011

 
 
79%

2010

 
 
78%
Geometry

The state average for Geometry was 15% in 2013.

361 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%

2011

 
 
74%

2010

 
 
77%
High School (Summative) Mathematics (Grade 9-11)

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

227 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%

2011

 
 
93%

2010

 
 
82%
Science

The state average for Science was 54% in 2013.

1014 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
74%

2011

 
 
80%

2010

 
 
81%
World History

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

1036 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
74%

2011

 
 
79%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
23%

2011

 
 
0%

2010

 
 
19%
Algebra II

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

139 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
9%

2011

 
 
13%

2010

 
 
11%
Biology/Life Sciences

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

314 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%

2011

 
 
87%

2010

 
 
82%
Chemistry

The state average for Chemistry was 32% in 2013.

235 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
47%

2011

 
 
44%

2010

 
 
44%
Earth Science

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

17 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
100%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

955 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
76%

2011

 
 
76%

2010

 
 
73%
Geometry

The state average for Geometry was 8% in 2013.

243 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
43%

2011

 
 
33%

2010

 
 
29%
High School (Summative) Mathematics (Grade 9-11)

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

577 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
66%

2011

 
 
70%

2010

 
 
58%
Physics

The state average for Physics was 58% in 2013.

291 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
59%

2011

 
 
57%

2010

 
 
43%
U.S. History

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

984 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
85%

2010

 
 
77%
World History

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

27 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
33%

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students57%
Females60%
Males56%
African American40%
Asian72%
Filipino68%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged56%
Non-economically disadvantaged59%
Students with disability21%
Students with no reported disability60%
English learner38%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate55%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)53%
Parent education - college graduate66%
Parent education - graduate school/post graduate64%
Parent education - declined to state56%

Algebra II

All Students60%
Females56%
Males63%
African American60%
Asian65%
Filipino60%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged53%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate33%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)52%
Parent education - college graduate66%
Parent education - graduate school/post graduate64%
Parent education - declined to state35%

Biology/Life Sciences

All Students72%
Females71%
Males73%
African American57%
Asian85%
Filipino79%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged65%
Non-economically disadvantaged79%
Students with disability17%
Students with no reported disability76%
English learner27%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate63%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)64%
Parent education - college graduate83%
Parent education - graduate school/post graduate84%
Parent education - declined to state52%

Earth Science

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

English Language Arts

All Students86%
Females87%
Males85%
African American84%
Asian95%
Filipino91%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged80%
Non-economically disadvantaged91%
Students with disability52%
Students with no reported disability87%
English learner21%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate78%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)78%
Parent education - college graduate93%
Parent education - graduate school/post graduate96%
Parent education - declined to state75%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

Integrated/Coordinated Science I

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

Physics

All Students65%
Females61%
Males71%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged63%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)42%
Parent education - college graduate79%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students38%
Females32%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged38%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)35%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students23%
Females22%
Males24%
African American18%
Asian45%
Filipino20%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged19%
Non-economically disadvantaged26%
Students with disability16%
Students with no reported disability23%
English learner38%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduate13%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)22%
Parent education - college graduate25%
Parent education - graduate school/post graduate30%
Parent education - declined to state21%

Biology/Life Sciences

All Students60%
Females71%
Males47%
African Americann/a
Asian42%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged50%
Non-economically disadvantaged69%
Students with disability25%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)57%
Parent education - college graduate64%
Parent education - graduate school/post graduate76%
Parent education - declined to state44%

Chemistry

All Students56%
Females53%
Males59%
African American48%
Asian74%
Filipino61%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged51%
Non-economically disadvantaged60%
Students with disability36%
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate44%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)44%
Parent education - college graduate65%
Parent education - graduate school/post graduate68%
Parent education - declined to state47%

Earth Science

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

English Language Arts

All Students81%
Females84%
Males78%
African American82%
Asian87%
Filipino80%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged74%
Non-economically disadvantaged88%
Students with disability45%
Students with no reported disability82%
English learner18%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate67%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate87%
Parent education - declined to state80%

Geometry

All Students76%
Females75%
Males77%
African American73%
Asian78%
Filipino88%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged74%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate91%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)73%
Parent education - college graduate79%
Parent education - graduate school/post graduate80%
Parent education - declined to state73%

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

All Students90%
Females91%
Males89%
African Americann/a
Asian97%
Filipino95%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged88%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)85%
Parent education - college graduate94%
Parent education - graduate school/post graduate90%
Parent education - declined to state86%

Science

All Students80%
Females78%
Males83%
African American97%
Asian85%
Filipino80%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged75%
Non-economically disadvantaged85%
Students with disability48%
Students with no reported disability81%
English learner29%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate67%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)75%
Parent education - college graduate88%
Parent education - graduate school/post graduate87%
Parent education - declined to state71%

World History

All Students77%
Females72%
Males81%
African American75%
Asian87%
Filipino78%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged71%
Non-economically disadvantaged82%
Students with disability39%
Students with no reported disability79%
English learner20%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate71%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)66%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to state67%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

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

Algebra II

All Students5%
Females6%
Males4%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged2%
Non-economically disadvantaged9%
Students with disability5%
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talented21%
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)2%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students86%
Females87%
Males84%
African American64%
Asian93%
Filipino95%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged81%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate67%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)83%
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to state60%

Chemistry

All Students43%
Females37%
Males51%
African American42%
Asian80%
Filipino30%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged34%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)38%
Parent education - college graduate41%
Parent education - graduate school/post graduate65%
Parent education - declined to state32%

Earth Science

All Students94%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged92%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only100%
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 graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students77%
Females78%
Males75%
African American70%
Asian88%
Filipino80%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged72%
Non-economically disadvantaged81%
Students with disability40%
Students with no reported disability77%
English learner21%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate68%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)69%
Parent education - college graduate79%
Parent education - graduate school/post graduate90%
Parent education - declined to state66%

Geometry

All Students37%
Females34%
Males41%
African Americann/a
Asian42%
Filipino32%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged35%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)31%
Parent education - college graduate36%
Parent education - graduate school/post graduate47%
Parent education - declined to state41%

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

All Students68%
Females61%
Males75%
African American52%
Asian85%
Filipino70%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged66%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate52%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)64%
Parent education - college graduate70%
Parent education - graduate school/post graduate73%
Parent education - declined to state65%

Physics

All Students65%
Females57%
Males69%
African Americann/a
Asian78%
Filipino76%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged61%
Non-economically disadvantaged68%
Students with disability14%
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate40%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)61%
Parent education - college graduate65%
Parent education - graduate school/post graduate81%
Parent education - declined to state61%

U.S. History

All Students78%
Females76%
Males80%
African American80%
Asian91%
Filipino82%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged74%
Non-economically disadvantaged82%
Students with disability24%
Students with no reported disability82%
English learner10%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate63%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)71%
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
Parent education - declined to state72%

World History

All Students53%
Females50%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

1055 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
92%

2011

 
 
92%

2010

 
 
96%
Math

The state average for Math was 84% in 2013.

1057 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
94%

2010

 
 
96%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students96%
Females98%
Males94%
Gender Unknownn/a
African American94%
Asian95%
Filipino98%
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state100%
Economically disadvantaged94%
Non-economically disadvantaged99%
Economic Status Unknown93%
Students with disability70%
Tested with modificationsn/a
English learner37%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females97%
Males97%
Gender Unknownn/a
African American94%
Asian98%
Filipino96%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state100%
Economically disadvantaged95%
Non-economically disadvantaged99%
Economic Status Unknown96%
Students with disability77%
Tested with modificationsn/a
English learner67%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 39%
White 28%
Asian 18%
Black 4%
Two or more races 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 52%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher resources

Special staff resources available to students Art teacher(s)
College counselor(s)
Cooking/Nutrition teacher(s)
Dance teacher(s)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Poetry/Creative writing teacher(s)
Robotics/Technology specialist(s)
School psychologist
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Specialized programs for specific types of special education students
  • Hearing impairments
  • Multiple disabilities
  • Orthopedic impairments
  • Specific learning disabilities
  • Visual impairments

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Robotics/Technology specialist(s)
School facilities
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Ceramics
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Jazz band
  • Orchestra
  • Theory
Performing and written arts
  • Dance
  • Drama
  • Poetry
Media arts
  • Video / Film production

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • American Sign Language
  • Arabic languages
  • French
  • German
  • Italian
  • Spanish

Health & athletics

Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Dance teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School start time
  • 7:40
School end time
  • 2:30
School Leader's name
  • Brian Bauer
Fax number
  • (818) 363-9504

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Honors track
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Hearing impairments
  • Multiple disabilities
  • Orthopedic impairments
  • Specific learning disabilities
  • Visual impairments
Foreign languages taught
  • American Sign Language
  • Arabic languages
  • French
  • German
  • Italian
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • College counselor(s)
  • Cooking/Nutrition teacher(s)
  • Dance teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Robotics/Technology specialist(s)
  • School psychologist
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
Transportation options
  • Accessible via public transportation
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Art room
  • Auditorium
  • Cafeteria
  • College/career center
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Library
  • Music room
  • Performance stage
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Diving
  • Equestrian
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Diving
  • Equestrian
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Jazz band
  • Orchestra
  • Theory
Performing arts
  • Dance
  • Drama
  • Poetry
Media arts
  • Video / Film production
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

More from this school
  • *One of the highest performing high schools in the LAUSD. *95% attendance rate *Less than 1% drop-out rate *High numbers of students taking SAT and AP tests *Diverse student body
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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10535 Zelzah Avenue
Granada Hills, CA 91344
Website: Click here
Phone: (818) 360-2361

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