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Teacher quality
Principal leadership
Parent involvement
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
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
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
I'm a senior at Los Altos High School and the teachers and the administration are superb!
—Submitted by a student
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
204 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
515 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
498 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
203 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
384 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
464 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
465 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
396 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
412 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
256 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
291 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
428 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 23% |
| Females | 27% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | 17% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 54% |
| Females | 50% |
| Males | 61% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 81% |
| All Students | 58% |
| Females | 58% |
| Males | 58% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 68% |
| Students with disability | 14% |
| Students with no reported disability | 62% |
| English learner | 11% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 66% |
| Males | 67% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 73% |
| Students with disability | 43% |
| Students with no reported disability | 67% |
| English learner | 8% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 25% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 44% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 82% |
| Males | 89% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 69% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 12% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 18% |
| Females | 17% |
| Males | 18% |
| African American | n/a |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
| All Students | 32% |
| Females | 44% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
| All Students | 39% |
| Females | 32% |
| Males | 45% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
| All Students | 18% |
| Females | 8% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 17% |
| Students with disability | 16% |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 60% |
| Females | 66% |
| Males | 56% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 71% |
| Students with disability | 31% |
| Students with no reported disability | 61% |
| English learner | 6% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 51% |
| All Students | 5% |
| Females | 6% |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 46% |
| Females | 38% |
| Males | 53% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 55% |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | 54% |
| Females | 51% |
| Males | 58% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 65% |
| Students with disability | 15% |
| Students with no reported disability | 56% |
| English learner | 6% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 52% |
| Females | 47% |
| Males | 57% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 57% |
| Students with disability | 15% |
| Students with no reported disability | 56% |
| English learner | 6% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 5% |
| Females | 7% |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 93% |
| Females | 87% |
| Males | 100% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 23% |
| Females | 11% |
| Males | 31% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 24% |
| Students with disability | 14% |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 30% |
| Females | n/a |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 55% |
| Males | 53% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 62% |
| Students with disability | 54% |
| Students with no reported disability | 54% |
| English learner | 6% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
| All Students | 3% |
| Females | 8% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | n/a |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 30% |
| Females | 15% |
| Males | 43% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 37% |
| Females | 26% |
| Males | 47% |
| African American | n/a |
| Asian | 66% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
| All Students | 57% |
| Females | 49% |
| Males | 64% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 64% |
| Students with disability | 41% |
| Students with no reported disability | 59% |
| English learner | 8% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
492 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
492 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 95% |
| Males | 85% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Declined to state | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 92% |
| Students with disability | 41% |
| Tested with modifications | n/a |
| English learner | 57% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 91% |
| Females | 92% |
| Males | 91% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 91% |
| Students with disability | 54% |
| Tested with modifications | n/a |
| English learner | 67% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 43% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 89% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Specialized programs for specific types of special education students |
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| School Leader's name |
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| Fax number |
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| Bi-lingual or language immersion programs offered Don't understand these terms? |
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| Specialized programs for specific types of special education students |
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Tips for understanding school culture
| Dress Code |
|
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.
15325 East Los Robles Avenue
Hacienda Heights,
CA 91745
Website: Click here
Phone: (626) 934-5400
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