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GreatSchools Rating

Los Altos High School

Public | 9-12 | 2056 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 4 ratings
2011:
Based on 3 ratings
2010:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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27 reviews of this school


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Posted February 13, 2013

As a senior at LAHS, I would say that your experience at Los Altos is pretty much what you make of it. There are plenty of great opportunities available to students; however, at the same time there are many things that the school is lacking in. There aren't as many AP classes as there really should be (due to lack of funding and interest) and no IB or National Honor Society programs, but the school does have an engineering program that many other schools in the area lack. The ASB and Renaissance programs at the school are great and are a highlight of the school. Like I said earlier, there are opportunities available to students if they look for them, but students really need drive at this school. There isn't a huge number of motivated students on campus and the environment is not that academically competitive, but if you have motivation you'll find your niche. There really are some great people here. The administration here is inefficient and frustrating at times. As far as teachers go, there are a few really good ones on campus. Almost all of them are in the honors/AP classes. A lot of them don't really do anything, however.
—Submitted by a student


Posted August 6, 2012

Principal needs to engage more with the students. The bathrooms need to be cleaned better and the lunch lines are too long. I wish the CHP would patrol during the morning rush and afternoon.
—Submitted by a parent


Posted August 5, 2012

My child is beginning her sophomore year. The staff and teachers have been amazing. The administration has been supportive to any concerns that i may have had during the past year. The counseling department has listened to both myself and my daughter as to what we feel her educational needs are. My child is an honor student and i truly feel her educational needs will continue to be met by the administration and staff
—Submitted by a parent


Posted February 14, 2012

I'm a senior at Los Altos High School and the teachers and the administration are superb!
—Submitted by a student


Posted January 5, 2012

First and foremost, I am grateful my child is a Sr. at this school. Since her Freshman yr. the school continues to plummet in its desire to provide a quality education. There is a handful of teachers that deserve to call themselves teachers. Look at the stats, you can see where most fail. The admin. treats parents as a bother rather than being helpful. The office personnel, forget it unless you want to be treated like a student. Trying to get info. about anything is a nightmare! If you don't have access to a computer forget being informed no more notes home. Now lets talk about books, they cannot seem to provide the students with much needed books to use and they must share. Appar. it is more imp. have a new pool and Marquise rather than an education. Classrooms are either freezing or burning hot. My student won't use the restroom due to the filth wich is probably a health department issue. Food has been served moldy and lunch lines are horrible. If you're a parent dropping your student off, what a nightmare. Serious inj. have occured due to lack of patrol. This school only cares about student numbers for money not education. Think twice before attending here!
—Submitted by a parent


Posted July 17, 2011

This administration is worried more about numbers than the students. They wanted new pools, so they over populated the school. Guess what kids are now attending Los Altos all the rejects from Bassett, La Puente and El Monte. You wounder why the violance at Los Altos has more than tripled in the last few years. My son's freshmen year they had 8 arrests in one day at the school. All those rejects from the other areas also involved in gangs, do you know what happens when you mix multi gangs at the same school. What I just told you, multi arrests per day. A good example of that is those eight arrests matched the that one day matched the total for the year, the year before. Keep your kids away from this school it really is worse than Workman and La Puente High.
—Submitted by a parent


Posted January 12, 2011

I really like this school and have many good friends. The environment is extremely safe, we have nothing to worry about, the campus is clean and we have nice things. We have a new pool, and new labs, it's very nice. However, I have barely seen the principal or heard her say anything that was motivating. We really get no communication from her whatsoever. Sometimes we wonder what she's even doing, I've probably only seen her twice or a little more.
—Submitted by a student


Posted January 5, 2011

Los Altos High School is great. I don't understand some of th comments being made except that change is always hard for some. The API has increased over the last three years, AP scores have improved, there is a new Medical Academy as well as a young energetic staff. The principal is focused on academics and not athletics but is highly active and involved in the student activities. The counselors are great and have switched to an alpha system so they follow the students each year.
—Submitted by a parent


Posted March 21, 2010

While some of the teachers and staff look out for us, there are still many problems at LAHS. Our school needs better principal leadership because this year many student nor have I even seen our principal more than maybe a couple of times, previously i have learned from past students and teachers were very praiseful of previous principals like mr. roberts who they say was always there and involved, which is all the students really want
—Submitted by a student


Posted March 17, 2010

Of course we've had so many changes - a new principle, block scheduling, budget cuts. But if you, (or your child, if you are a parent reading this) actually take your education serious you would realize it's not half bad at all. Our library recently opened up after a year of thinking seniors had seen the last of it. Some of the staff or administration, even other students (those who have been here long enough) can actually help you with whatever it is you need. Sure, we need improvement in principal leadership and parent involvement, but if you're really going to blame the school for your bad grades or the little fights that go on, think again. Most of the student body is great, but those who aren't so much are really what's making you think this school looks bad.
—Submitted by a student


Posted February 4, 2010

Hi there! I am a parent of two children who currently attend Los Altos. One is a sophmore and one is a senior. When my children began Los Altos, I was very excited because Mr. Roberts was dedicated to the students and school. Now, the new principal allows the students to disrespect her and there is no interest in the students education. It is very unfortunate, because you have a handful of 'excellent' teachers, but 90% at Los Altos basically just want a pay check...and that is it. As for the counselors they are definitely not there to help you. Its evident that they too are there to get paid. There's a lot of favoritism with teachers and counselors. I am just very happy my senior will be graduting this year and my sophmore will be removed and place elsewhere. Its sad and unfortunate!
—Submitted by a parent


Posted November 25, 2009

I'm a current student here, and I must say that if given a choice I wouldn't go here. Sure some teachers are wonderful, but that's just some. Although the school is highly known, I do have to point out that it is no longer a glorious place, and those of you that graduated back when the schools was a top notch place would be very disappointed if you went back there. Trash is a major issue, and the student body is hardly disciplined. The counselors try to help, but they go about helping in the wrong ways. They do not help a students well-being at all. The former principle Mr. Roberts has since retired, and the current principle has done nothing productive or inspirational, and in my opinion is unable to motivate like Mr. Roberts. Overall, the staff does not inspire nor motivate me at all, although some teachers are phenomenal.
—Submitted by a student


Posted July 16, 2009

I am going to be a sophmore next year and im highly disapointed in this school, i expected it to be better than any other school, i rather go to wilson than here, and all the teachers dont care about their students education except for a few awsome teachers that teach here. All the school cares about it money and getting more students
—Submitted by a student


Posted June 2, 2009

i'm currently a sophomore there and extremely disappointed in the school. although it was a few amazing teachers that truly stand out most of the teachers are rude, careless, and only seem to care about there API and star test scores. the school has a very bad atmosphere and huge tension between races. the school itself is nothing to boast about. back in the 70s-90s it was a great place to be, but not anymore. the sports are even going down hill. there was at the least 8 fights that broke out in between the middle of the yr! not good.
—Submitted by a student


Posted April 13, 2009

I've attended 3 different high schools and Los Altos High School is by far the worst one I've gone to. I deeply regret spending any time there. My biggest regret is graduating from this poor excuse of a 'California Distinguished' high school. Teachers are unhelpful, counselors are uncooperative and it seems no one cares about your education; only how you can improve their test scores. Don't send your child here!
—Submitted by a student


Posted February 5, 2009

My son is a freshman this year and coming from a private school I was concerned. However, his experience has been a great one. He's gotten involved, made great friends. Teachers have always been available for comment and most communicate regularly via email and are very responsive. This whole budget situation I'm sure is causing a strain, but thus far experience is very good.
—Submitted by a parent


Posted January 19, 2009

Tschool's main purpose is to get high API scores and those california state tests--anything to make the school 'look good.' They spend so much time focusing on those aspects, that they neglect to focus on the more important things such as SAT's, college prep, etc.
—Submitted by a parent


Posted January 19, 2009

Not a good school. Not enough words to describe what is wrong with this school. I am just glad to be leaving this school before things get even worse than they already are. If I were a freshman, I would beg my parents to enroll me in a private school far away from here.
—Submitted by a student


Posted November 11, 2008

Los Altos is a pretty good school over all. They have some amazing teacher, a great Performing Arts Academy, possibly one of the best in the nation in my opinion. It has been the best four years of my life and I am sad that I am going leave such a wonderful place in June
—Submitted by a student


Posted October 16, 2008

You are not allowed to drop out of any AP. That i think is unfair because if your having trouble than you should be allowed to drop out. The Administator is very rude sometimes dosen't listen to parents/students. Overall this school has a lot of racial tensions.
—Submitted by a student


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

791

Change from
2011 to 2012

+13

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

791

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

+13

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)

7 / 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)

5 / 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.

204 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
28%

2010

 
 
13%

2009

 
 
4%
Algebra II

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

90 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
62%

2010

 
 
65%

2009

 
 
68%
Biology/Life Sciences

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

515 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
58%

2010

 
 
55%

2009

 
 
69%
Earth Science

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

2012

 
 
n/a

2011

 
 
20%

2010

 
 
n/a

2009

 
 
12%
English Language Arts

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

498 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
68%

2010

 
 
68%

2009

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

203 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
21%

2010

 
 
26%

2009

 
 
19%
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.

80 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
73%

2010

 
 
95%

2009

 
 
90%
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.

25 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
6%

2010

 
 
10%

2009

 
 
6%
Algebra II

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

207 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
18%

2010

 
 
26%

2009

 
 
24%
Biology/Life Sciences

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

44 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
36%

2010

 
 
39%

2009

 
 
40%
Chemistry

The state average for Chemistry was 51% in 2012.

384 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
38%

2010

 
 
35%

2009

 
 
29%
Earth Science

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

43 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
29%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

464 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
56%

2010

 
 
51%

2009

 
 
54%
Geometry

The state average for Geometry was 17% in 2012.

136 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
3%

2010

 
 
3%

2009

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

93 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
52%

2010

 
 
72%

2009

 
 
66%
Science

The state average for Science was 53% in 2012.

465 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
58%

2010

 
 
53%

2009

 
 
59%
World History

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

396 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
60%

2010

 
 
45%

2009

 
 
42%
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.

2012

 
 
n/a

2011

 
 
14%

2010

 
 
18%

2009

 
 
4%
Algebra II

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

114 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
5%

2010

 
 
5%

2009

 
 
0%
Biology/Life Sciences

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

28 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
60%

2010

 
 
60%

2009

 
 
55%
Chemistry

The state average for Chemistry was 34% in 2012.

91 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
22%

2010

 
 
22%

2009

 
 
9%
Earth Science

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

20 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
38%

2010

 
 
30%

2009

 
 
n/a
English Language Arts

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

412 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
46%

2010

 
 
52%

2009

 
 
47%
Geometry

The state average for Geometry was 9% in 2012.

33 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
0%

2010

 
 
1%

2009

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

256 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
28%

2010

 
 
43%

2009

 
 
30%
Physics

The state average for Physics was 56% in 2012.

291 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
41%

2010

 
 
37%

2009

 
 
35%
U.S. History

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

428 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
56%

2010

 
 
61%

2009

 
 
61%
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 Students23%
Females27%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged16%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability24%
English learner17%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)31%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

Algebra II

All Students54%
Females50%
Males61%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino33%
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate33%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)21%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state81%

Biology/Life Sciences

All Students58%
Females58%
Males58%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged53%
Non-economically disadvantaged68%
Students with disability14%
Students with no reported disability62%
English learner11%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate54%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)61%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

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 Students66%
Females66%
Males67%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged63%
Non-economically disadvantaged73%
Students with disability43%
Students with no reported disability67%
English learner8%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate69%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)68%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

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
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 Students27%
Females25%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged20%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented44%
Parent education - not a high school graduate18%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)20%
Parent education - college graduate37%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

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 Students86%
Females82%
Males89%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino82%
Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged84%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)92%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%
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 Students12%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only14%
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 state13%

Algebra II

All Students18%
Females17%
Males18%
African Americann/a
Asian48%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)33%
Economically disadvantaged14%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate7%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)17%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Biology/Life Sciences

All Students32%
Females44%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only40%
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 state28%

Chemistry

All Students39%
Females32%
Males45%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged35%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate20%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)43%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%

Earth Science

All Students18%
Females8%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged17%
Students with disability16%
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
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 state30%

English Language Arts

All Students60%
Females66%
Males56%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged54%
Non-economically disadvantaged71%
Students with disability31%
Students with no reported disability61%
English learner6%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate44%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)81%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%

Geometry

All Students5%
Females6%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged6%
Non-economically disadvantaged2%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
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 state6%

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

All Students46%
Females38%
Males53%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino37%
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged55%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)55%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

Science

All Students54%
Females51%
Males58%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged48%
Non-economically disadvantaged65%
Students with disability15%
Students with no reported disability56%
English learner6%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate47%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)74%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

World History

All Students52%
Females47%
Males57%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged50%
Non-economically disadvantaged57%
Students with disability15%
Students with no reported disability56%
English learner6%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate45%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)65%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%
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 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 - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students5%
Females7%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

Biology/Life Sciences

All Students93%
Females87%
Males100%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged82%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only93%
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 graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state82%

Chemistry

All Students23%
Females11%
Males31%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged24%
Students with disability14%
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
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 state26%

Earth Science

All Students30%
Femalesn/a
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students54%
Females55%
Males53%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged47%
Non-economically disadvantaged62%
Students with disability54%
Students with no reported disability54%
English learner6%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate45%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)54%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

Geometry

All Students3%
Females8%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
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 state0%

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

All Students30%
Females15%
Males43%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
White (not Hispanic)33%
Economically disadvantaged25%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate14%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)21%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Physics

All Students37%
Females26%
Males47%
African Americann/a
Asian66%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
White (not Hispanic)61%
Economically disadvantaged31%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate21%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)32%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%

U.S. History

All Students57%
Females49%
Males64%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged52%
Non-economically disadvantaged64%
Students with disability41%
Students with no reported disability59%
English learner8%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate48%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)54%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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.

492 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
90%

2010

 
 
83%

2009

 
 
85%
Math

The state average for Math was 84% in 2012.

492 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
88%

2010

 
 
83%

2009

 
 
90%
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 Students89%
Females95%
Males85%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged87%
Non-economically disadvantaged95%
Economic Status Unknown92%
Students with disability41%
Tested with modificationsn/a
English learner57%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students91%
Females92%
Males91%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged89%
Non-economically disadvantaged96%
Economic Status Unknown91%
Students with disability54%
Tested with modificationsn/a
English learner67%
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
Hispanic or Latino 69% 49%
Asian 16% 8%
White 9% 28%
African American 2% 7%
Filipino 2% 3%
Multiple or No Response 2% 3%
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 19%N/A24%
Students eligible for free or reduced-price lunch program 243%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 73% 85%
Mandarin (Putonghua) 16% 1%
Cantonese 5% 2%
Arabic 1% 1%
Filipino (Pilipino or Tagalog) 1% 1%
Khmer (Cambodian) 1% 0%
Korean 1% 1%
Taiwanese 1% 0%
Thai 1% 0%
Chaldean 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 89%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Special education / special needs

Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Multiple disabilities
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Language learning

Bi-lingual or language immersion programs offered
  • Yes
Foreign languages taught
  • Chinese (Mandarin)
  • Spanish
School leaders can update this information here.

School basics

School start time
  • 8:00am
School end time
  • 3:10pm
School Leader's name
  • Willa McReynolds
Fax number
  • (626) 855-3145

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Yes
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Multiple disabilities
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Chinese (Mandarin)
  • Spanish
School leaders can update this information here.

Sports

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

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production
School leaders can update this information here.

School culture

Dress Code
  • Dress code
School leaders can update this information here.

Apply

 

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

 
Apply now
Notice an inaccuracy? Let us know!

15325 East Los Robles Avenue
Hacienda Heights, CA 91745
Website: Click here
Phone: (626) 934-5400

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