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Teacher quality
Principal leadership
Parent involvement
The school has its ups and downs, just like all schools. There are a lot of great teachers at this school that truly care for their students, and there are also a few that shouldn't be teaching there. Great AP classes and great honors courses. Great music program and a very dedicated music teacher. Ethnic studies is also offered at HHS and is a great social justice class that many high schools don't offer. As for the "problems", there are always fights and drug use at every high school. Hayward high school certainly isn't the extreme of this. People have a common misconception that Hayward is a riot school full of drug everywhere. The school can also use a make over, but the district is in charge of funding for that, not the school, and not the principle. Overall, an average high school with a uniquely ethnically diverse student demographic.
—Submitted by a parent
Went here and graduated in the top 3% of my class. Students in the regular classes are not challenged enough. I had to take Honors and AP classes to guarantee a decent education. In my senior year the school received new teachers (fresh Berkley grads) who dramatically increased the quality of education in the school. Unfortunately the student body was not used to being challenged, parents complained and these teachers were pink slipped out of the school; way to go Hayward High. Fights were regular, racial tensions between African Americans and Latinos was ever present and most people didn't care about the education they were receiving. I wouldn't describe this school as an environment that is conducive to scholastic achievement or even good memories. Avoid sending your children to public schools in Hayward. I recommend a good private school or homeschooling, letting them finish early and sending them to a good community college. By the time their friends are graduating high school, they can transfer to a good school like UC Berkeley.
My son finished HHS this year. The school seemed to be up and coming when he entered as a freshman. The block schedule allowed him time to really get to know his teachers and feel valuable on a huge campus. In addition to going to a "normal" 6 period schedule & less face time with the teachers. The district decided to "close" the campus. This is a joke because there are huge holes in the fencing, I see students at nearby fast foods regularly. Several student smoke weed and gamble on the back side of the school daily. There have been more fights since the lock down. In order to get in all the instructional minutes the day has been lengthened. The schools scores have dropped sharply! My other son is in middle school and I've chosen to take him out of the district.
—Submitted by a parent
Hayward High is a great school with plenty of opportunities for students who are looking for them. I have three students attending and one is graduating this year. All three are in the puente program and are doing very well. The counselors are very supportive and give plenty of information about universities and scholarships available to students. I have heard of troubles and fights at the school, but my kids have never been involved with any of them. If you're looking for trouble, I'm sure you will find it but you can also find opportunities and trouble free activities if you're interested. I have been very happy with Hayward High School despite what rating it has, I would highly recommend the school because of the teachers and counselors that are always ready to help.
—Submitted by a parent
The school lacks the money and programs compared to other schools in HUSD. The campus also feels dangerous and there are numerous fights every year. Hayward High school it the second lowest school based on CST Testing. Truly Sad. If I had the opportunity to leave I would in a heartbeat. The only thing a student has to look forward to at this school are programs like AVID, Puente and The annual Down Town Rally. Other than that the school is a huge disappointment.
—Submitted by a student
I have one child who have graduated from HHS in 08 and one graduating this year. It is a great school and we have never had any problems there. If your child is looking for trouble they will find it just like in any High School. This school offers AP classes,along with all others. I would recomend this school to anyone who asks.
—Submitted by a parent
They have a great band and a very supportive Band teacher who wants to see the children excel in their musical skills but because of budget cuts the children may not be given the opportunities that await them at this time.
—Submitted by a parent
I graduated from Hayward High and my son is currently a Junior there. It's a Great School.
—Submitted by a parent
I am a hayward high student, and so far most of my classes has been great, most people who say that hayward high hasnt prepared them are wrong because they just probably took the wrong classes, but i think i am going to do good in college as long as i take challenging classes
—Submitted by a student
this is a very good school school and i am proud to say that I attend it!
—Submitted by a student
I am a 2006 graduate and am now attending UC Berkeley. My transition from high school to my freshmen year was horrible. Hayward High does not prepare you at all.
I have a child that will be starting her 3rd year at HH and it has been an awful 2 years. The counselors, Principle and Vice Princple do not seem to care about the education that the students are getting. The majority of teachers are non responsive when contacted to find out a students status. There are only a few teachers that actually care and sadly they teach the elective classes.
—Submitted by a parent
I graduated from Hayward as a scholar athlete 3 years ago. Its up to the student to succeed, the resources are there! if your child doesn't succeed the way you wish for: don't point your fingers at the faculty look at your child and his study habits. Again, I had a great 4 years and every student is capable of doing very very well as I and my close friends especially with the many extra curricular activities they have to offer.
—Submitted by a student
man this school is so clean and cool its the best school in hayward. the pep and marching band is so good plus the basketball team and the football team is to. so if you want your child to go here it is good.
—Submitted by a student
As with any public school, Hayward High has its share of ups and downs. Having had a child just graduate from HHS, and one attending there this year, I have a pretty good sense of the school. I really like the diversity the school offers. There are many dedicated teachers. Most of the teachers are doing an excellent job, as is the administration and the rest of the staff. Parent involvement could be stronger. The district is struggling with poor management and as always, a lack of funds. This filters down to the schools, and as a result, programs have been cut, fundraising has become a priority, and many parents grumble because of what we do not have. Basically, if a student is to succeed in this school (or any school) he/she must have parent support. Hayward High is a good school. I recommend it highly.
—Submitted by a parent
My daughter is just finishing her freshman year at Hayward HS. It has been a rude awakening to the amount of neglect and apathy which exist in this school and the district as a whole.
—Submitted by Mary Hobbs, a parent
If you stay vigilant and involved so that faculty and staff know you and your child you have a chance to have a good experience. As with any public school now exceptin the most affluent of districts, parent participation is what is going to get your child through successfully. I am continually inmpressed by the caring of most faculty but you must contact them indivudally.
—Submitted by a parent
HHS offers a good variety of classes and programs, particularly AP, AVID, and Puente. There are also other programs like Adewole. The band program is good too. A mindful parent can get a good education for their child here, but you do have to be viligant because of the teacher turn over. Overall, the school seems safe, but there are some slight gang issues. My children have had some awesome teachers at HHS and they went on to UCs, so it is possible to do well here. Among the 3 public high schools in Hayward, HHS, is the best one. Not much parent involvement however.
—Submitted by a parent
This school has ups and downs. Its one of the better public schools in the city of hayward when it comes to the testing scores. But honestly as a ex student I must warn others that this school has a saftey issue. The schools is dangerous for students becasue of other students. I would suggest private school if possible. But i will say some of the teachers are very good, but they are overstreesed and it shows.
—Submitted by a former student
My family had the misfortunate of living within the Hayward High School district, which meant since my son could not afford private school for his 3 sons, they attended Hayward High. Our experience w/the elementary school, East Ave. was close to excellent. Middle school - a waste of time, as is Hayward High. Faculty involvment, concern, attitude, (with exception of 1 or 2 office staff) starting at the highest level exceedingly poor! Students passed from one grade to the next, without gaining knowledge, skills to suceed in upper grades/future endeavors. Refusal of adminstrators to address quality of academics offered;safety,discipline issues;neighborhood problems resulting from students off campus during school hours,ignored,dismissed by school faculty,especially at the principal/vp level! Administrators found to be self serving! This school is a blight on our community and should be closed! Students leaving here are not prepared to be an asset to the community in which live.
—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 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.
252 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
249 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
418 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.
128 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.
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.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
259 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
129 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.
412 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
125 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.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
405 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
407 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.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
136 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.
368 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
134 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
368 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
17 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 |
| 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 | 11% |
| Females | 11% |
| Males | 11% |
| African American | 10% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | 6% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 54% |
| Females | 53% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| 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 | 43% |
| Females | 39% |
| Males | 50% |
| African American | 37% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 18% |
| Females | 14% |
| Males | 23% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| 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) | 36% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 25% |
| Students with disability | 0% |
| Students with no reported disability | 20% |
| English learner | 6% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 43% |
| Females | 42% |
| Males | 42% |
| African American | 39% |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 35% |
| Samoan | n/a |
| Other Pacific Islander | 27% |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 4% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 33% |
| 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 | 20% |
| Females | 19% |
| Males | 21% |
| African American | 9% |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 9% |
| Females | 9% |
| Males | 8% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 5% |
| Students with disability | 7% |
| Students with no reported disability | 9% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 20% |
| Females | 24% |
| Males | 16% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | 36% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 25% |
| Females | 22% |
| Males | 28% |
| African American | 15% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 29% |
| Students with disability | 13% |
| Students with no reported disability | 26% |
| English learner | 8% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 27% |
| Females | 29% |
| Males | 23% |
| African American | 23% |
| Asian | 42% |
| Filipino | 36% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 40% |
| 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 |
| 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 | 32% |
| Females | 40% |
| Males | 26% |
| African American | 26% |
| Asian | 56% |
| Filipino | 57% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 46% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 44% |
| Students with disability | 8% |
| Students with no reported disability | 34% |
| English learner | 3% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 25% |
| All Students | 8% |
| Females | 8% |
| Males | 8% |
| African American | 8% |
| 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) | 13% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 12% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 75% |
| Females | 71% |
| 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 | 92% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| 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 | 31% |
| Females | 31% |
| Males | 31% |
| African American | 20% |
| Asian | 67% |
| Filipino | 62% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 15% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 38% |
| Students with disability | 14% |
| Students with no reported disability | 32% |
| English learner | 6% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 11% |
| All Students | 24% |
| Females | 22% |
| Males | 27% |
| African American | 18% |
| Asian | 58% |
| Filipino | 59% |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 15% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 35% |
| Students with disability | 13% |
| Students with no reported disability | 25% |
| English learner | 9% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 50% |
| 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 | 4% |
| Females | 6% |
| Males | 2% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 0% |
| 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 | 5% |
| 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 | 0% |
| All Students | 15% |
| Females | 13% |
| Males | 18% |
| African American | 5% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 36% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 44% |
| Females | 43% |
| Males | 46% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 55% |
| Students with disability | 9% |
| Students with no reported disability | 47% |
| English learner | 8% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| All Students | 5% |
| Females | 0% |
| Males | 8% |
| African American | 4% |
| 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) | 5% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 6% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 25% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 6% |
| 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 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 | 36% |
| Females | 38% |
| Males | 34% |
| African American | 20% |
| Asian | 44% |
| Filipino | 21% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 32% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 41% |
| Students with disability | 15% |
| Students with no reported disability | 36% |
| English learner | 2% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 41% |
| All Students | 4% |
| Females | 3% |
| Males | 5% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 8% |
| Fluent-English proficient and English only | 3% |
| 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) | 3% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 28% |
| Females | 18% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 41% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| 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 | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| 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 | 39% |
| Females | 36% |
| Males | 40% |
| African American | 28% |
| Asian | 29% |
| Filipino | 31% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 45% |
| Samoan | n/a |
| Other Pacific Islander | 45% |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 47% |
| Students with disability | 14% |
| Students with no reported disability | 40% |
| English learner | 6% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 39% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| 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.
415 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
416 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 | 74% |
| Females | 83% |
| Males | 66% |
| African American | 69% |
| Asian | 89% |
| Filipino | 78% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 85% |
| White (not Hispanic) | 89% |
| Declined to state | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 86% |
| Economic Status Unknown | 53% |
| Students with disability | 21% |
| Tested with modifications | n/a |
| English learner | 35% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 75% |
| Females | 79% |
| Males | 70% |
| African American | 64% |
| Asian | 96% |
| Filipino | 70% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 71% |
| White (not Hispanic) | 84% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 79% |
| Economic Status Unknown | 69% |
| Students with disability | 21% |
| Tested with modifications | n/a |
| English learner | 47% |
| 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
Other Pacific Islander
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 or Latino | 48% | 49% | ||
| African American | 25% | 7% | ||
| White | 14% | 28% | ||
| Asian | 5% | 8% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 44% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| French | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Tigrinya | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Cantonese | 0% | 2% | ||
| Farsi (Persian) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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1633 East Avenue
Hayward,
CA 94541
Phone: (510) 723-3170
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