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Teacher quality
Principal leadership
Parent involvement
My son will be entering the 9th grade at Narbonne. He is coming from a small middle school and did not do well in school at...and I had my doubts about sending him to Narbonne because it is such a large school..I have heard both good and bad things about the teachers and students. I do not know how to rate it yet.
—Submitted by a parent
. I don't know about the non magnet part of the school but, the math science magnet program is very good! The AP classes are good too, if you can't get in the magnet. Coming from Dodson M.S. gifted magnet, you will be put in Honors classes, which will raise your grade point average. lI honestly have no complaints for my childs freshman year.
—Submitted by a parent
I was very skeptical about putting my daughter in any public high school after being in private school all her life. But I have to say that she loves it and she does really well here! Her grades are great and she has made a lot of friends! The principal or some other staff member will call you daily and let you know what is going on, invite you to breakfast @ Narbonne, any problems that occurred that day, etc. They are on top of things! Narbonne High also has many different clubs and programs for kids to get involved in, I am very pleased with this school!
—Submitted by a parent
narbonne is great. i have learned so much at this school i wouldnt change anything about it. the small learning communities are great ways to get students involved in what they really like to do. teachers are very friendly and helpful, great sport teams, encouraging college info. and much more!!
—Submitted by a student
worst school ever.do NOT send your child here. its overly crowded and the counselors are no help
—Submitted by a student
narbonne senior high is the greatest school so far for my kids, ive had them in two other different schools and none of those two worked out better than narbonne senior high. they graduated this year and they are both of to college already, so i think this is a perfect school for other students to be in, the staff is outstanding and their isnt any real threating violence in this school so this is great, this school is well prepared.the teachers know how to teach their students, so i will recomend this school to any parent that is looking into changing their kid to another school,their test scores are great, and in a good neighborhood
—Submitted by a parent
The Administration and Teachers don't seem to care. I am totally disappointed with this school!
—Submitted by a student
The principal has changed this new school year (2006-2007) so hopefully he will be able to pull the teachers, his staff, the students and the parents together, and improve the school.
—Submitted by a parent
All three of my children graduated from Narbonne High. The school prepares students for college. My daughters were in the Math/Science Magnet and went on to graduate from UCLA. They returned to their alma mater and are now on the faculty. My son graduated from the Performing Arts Academy in 2005 and went on to CSU Fullerton. The Performing Arts Small Learning Community is outstanding. It provides a challenging academic program that integrates the arts. The numerous student performances are of the highest quality.
—Submitted by a parent
The test scores do not reflect the potential of this school. Parental involvement makes all the difference. If you are involved with your child's education, the resources are available at this school to complete with the best of any other high school's in the area. The advanced placement offerings are remarkable and the teachers are dedicated. Narbonne has sent many graduates to the top schools in the nation and created several generations of outstanding working professionals.
—Submitted by a former student
Narbonne is a great High School. Like many others, it has its problems. The school provides great sercurity and the staff is wonderful. The football program is great.
—Submitted by Hodari H-Man Malik, a former student
The quality of this school's educational program is outstanding.The safety of the school campus does need work.
—Submitted by a former student
Narbonne has always been a great school. I feel that we need a better principal. A principal that will be behind our students in academic not in sports. We as parents must but our students academic first. So this year the test scores and studying habits will be better than last year. More parents and teachers involvement. That way our Child Will Not Be Left Behind.
—Submitted by a parent
It is a good school, but teachers don't listen to the kids. Not all of the teachers are like that, but a lot are and it makes it hard on the kids who are having problems with math or english to talk to them. The only kind of tuturing is an after school home work club. Again this is not all of the teachers. We have good people there, so are all the AP's at the school. I would like to see the parent meetings held at a later time so working parents can come to them. And they need to answer the phone when it rings right away.
—Submitted by a parent
The size of the classrooms are large. Since the school is at it's capacity there is overcrowding in some classes. The academic programs are average they have instituted a performing program which is working well. The students are introduced to the arts (visual and performing) It's a good place for a child to get a well rounded education if they apply themselves. The parent involvement is average but it's there.
—Submitted by a parent
Personally, as a student, I would have to say that Narbonne is one of the better schools in the South Bay area. Overall, it is safe. The classes offered are of surplus, and the SLC's (Small Learning Communities) make it ALOT easier for PARENT to TEACHER or PARENT to COUNSELER communication. Every skool has its flaws, but i wouldnt want to be anything other than a GAUCHO!
—Submitted by Lauren, a student
The school consistently encourages its students to get involved in their school and local community.
—Submitted by a former student
This school has the most horrible counselors and teachers, staff period that I have ever come into contact with. Their security officers are a joke, when kids are able to walk about freely without being confronted or penalized for missing classes. The counselors have attitude problems and do not have a clue as to what their job discriptions are. The only person I can say genuinely cares about the student and is willing to help parents in any way is Mr. KC. I have yet to receive any help concerning my daughter from anyone else in this school. How do you allow a child to miss a full semester and a half before contacting the parents? I have not only given my home phone, but my work one as well, without getting any response at all. I just don't understand how they are helping our kids.
—Submitted by Yolonda Leaea, a parent
I think Narbonne High is a good school, the campus is more secure than any other campus that I know of. I agree with the other parent about the students progress, we need to be notified in some kind of way in which when the student is failing before it is too late, many times the student can avoid having to go to adult school and/or summer school.
—Submitted by a parent
I feel Narbonne is a great school. The teachers are doing a good job preparing my children for college. I would like the school to update their telephone system and create a website for better communication between parents and teachers. This seems to be the only thing that is lacking in my opinion.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% 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 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% 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 25% in 2012.
554 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
263 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.
1042 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.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
412 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
598 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
268 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
259 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
541 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
710 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
308 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.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
705 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
556 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.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
347 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
643 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
59 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.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
651 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
26 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
| 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 |
| 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 | 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 |
| 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 |
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 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 | 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 |
| 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 | 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 |
| 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 |
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 |
| 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 | 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 | 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 |
| 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 | 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 |
| 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 | 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 no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 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 |
| 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 | 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 |
| 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 |
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 | 24% |
| Females | 29% |
| Males | 20% |
| African American | 23% |
| Asian | n/a |
| Filipino | 40% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 29% |
| Samoan | 25% |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 23% |
| Students with disability | 4% |
| Students with no reported disability | 26% |
| English learner | 5% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 22% |
| All Students | 43% |
| Females | 48% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | 69% |
| Hispanic or Latino | 39% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 52% |
| 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 | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 15% |
| Females | 9% |
| Males | 19% |
| African American | 16% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 15% |
| Students with disability | 0% |
| Students with no reported disability | 17% |
| English learner | 5% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| 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 | 44% |
| Females | 45% |
| Males | 42% |
| African American | 44% |
| Asian | 63% |
| Filipino | 71% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 32% |
| Samoan | 25% |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 50% |
| Students with disability | 12% |
| Students with no reported disability | 46% |
| English learner | 7% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 37% |
| All Students | 16% |
| 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 | 18% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| 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 | 22% |
| Females | 22% |
| Males | 23% |
| African American | 13% |
| Asian | n/a |
| Filipino | 50% |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 24% |
| Students with disability | 14% |
| Students with no reported disability | 23% |
| English learner | 6% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 61% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 17% |
| All Students | 7% |
| Females | 4% |
| Males | 9% |
| African American | 5% |
| Asian | n/a |
| Filipino | 16% |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 0% |
| Samoan | 0% |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 9% |
| Students with disability | 0% |
| Students with no reported disability | 8% |
| English learner | 1% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | 26% |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 11% |
| Females | 6% |
| Males | 15% |
| African American | 16% |
| Asian | n/a |
| Filipino | 8% |
| Hispanic or Latino | 7% |
| Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 15% |
| Students with disability | 0% |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
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 | 13% |
| Females | 21% |
| Males | 7% |
| African American | 15% |
| 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 | 18% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | 9% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 9% |
| 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 | 8% |
| All Students | 35% |
| Females | 29% |
| Males | 42% |
| African American | 29% |
| Asian | 42% |
| Filipino | 41% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 34% |
| All Students | 42% |
| Females | 39% |
| Males | 46% |
| African American | 37% |
| Asian | 63% |
| Filipino | 77% |
| Hispanic or Latino | 36% |
| 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 | 39% |
| Non-economically disadvantaged | 49% |
| Students with disability | 4% |
| Students with no reported disability | 47% |
| English learner | 5% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 35% |
| All Students | 5% |
| Females | 4% |
| Males | 8% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | 17% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| 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 | 44% |
| Females | 43% |
| Males | 45% |
| African American | 42% |
| Asian | 56% |
| Filipino | 79% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 54% |
| Students with disability | 2% |
| Students with no reported disability | 48% |
| English learner | 3% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 40% |
| All Students | 4% |
| Females | 3% |
| Males | 6% |
| African American | 2% |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 4% |
| Students with disability | 0% |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | 35% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| 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 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 | 42% |
| Females | 39% |
| Males | 44% |
| African American | 35% |
| Asian | 76% |
| Filipino | 68% |
| Hispanic or Latino | 37% |
| 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 | 39% |
| Non-economically disadvantaged | 46% |
| Students with disability | 3% |
| Students with no reported disability | 45% |
| English learner | 8% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 35% |
| All Students | 33% |
| Females | 25% |
| Males | 42% |
| African American | 23% |
| Asian | 59% |
| Filipino | 62% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 38% |
| Students with disability | 2% |
| Students with no reported disability | 37% |
| English learner | 2% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 26% |
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 | 16% |
| Females | 6% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| 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 | 12% |
| Females | 12% |
| Males | 13% |
| African American | 12% |
| Asian | n/a |
| 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) | 7% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 9% |
| Students with disability | 0% |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | 35% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| All Students | 42% |
| Females | 53% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 27% |
| 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 | 39% |
| All Students | 15% |
| Females | 8% |
| Males | 24% |
| African American | 10% |
| Asian | 36% |
| Filipino | 32% |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 17% |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 17% |
| Students with disability | 5% |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 40% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| 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 | 45% |
| Females | 51% |
| Males | 41% |
| African American | 43% |
| Asian | 84% |
| Filipino | 82% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 29% |
| Samoan | 25% |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 50% |
| Students with disability | 11% |
| Students with no reported disability | 49% |
| English learner | 0% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 44% |
| All Students | 3% |
| Females | 4% |
| Males | 3% |
| African American | 9% |
| 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 | 11% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| 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 | 7% |
| All Students | 26% |
| Females | 23% |
| Males | 30% |
| African American | 10% |
| Asian | 56% |
| Filipino | 27% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | 68% |
| Females | 73% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| 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 | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 33% |
| Males | 41% |
| African American | 35% |
| Asian | 77% |
| Filipino | 63% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 18% |
| Samoan | 17% |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 43% |
| Students with disability | 9% |
| Students with no reported disability | 40% |
| English learner | 2% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 33% |
| All Students | 10% |
| Females | 11% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| 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.
662 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
632 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 | 82% |
| Females | 85% |
| Males | 78% |
| African American | 80% |
| Asian | 90% |
| Filipino | 93% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 79% |
| Students with disability | 29% |
| Tested with modifications | 0% |
| English learner | 29% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 84% |
| Females | 83% |
| Males | 84% |
| African American | 81% |
| Asian | 100% |
| Filipino | 94% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | 85% |
| Students with disability | 13% |
| Tested with modifications | 0% |
| English learner | 48% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
Pacific Islander
Samoan
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 63% | 51% | ||
| Black | 18% | 7% | ||
| Asian | 9% | 11% | ||
| White | 7% | 27% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Two or more races | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 53% | N/A | 54% |
| English language learners 2 | 14% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Korean | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Samoan | 1% | 0% | ||
| Bengali | 0% | 0% | ||
| Cantonese | 0% | 2% | ||
| Farsi (Persian) | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Indonesian | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Urdu | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
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.
24300 Western Avenue
Harbor City,
CA 90710
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Phone: (310) 257-7100
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