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GreatSchools Rating

Mount Eden High School

Public | 8-12 | 2003 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings
2010:
Based on 1 rating

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22 reviews of this school


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Posted September 7, 2012

Mt. Eden High School may not be the best looking school there but i have been attending there for 2 years and the teachers give you major support. all thought there may be a gang problem there the only thing you can do to be safe is just not hang out with the wrong kind of people and dont start something you cant finish. As long as you treat people with respect they will treat you with respect back. The bullying is not bad at all everyone is nice and not one time hav i been bullied. There is girls there that dont like me but after all who cares im there to learn!


Posted June 8, 2012

This school is garbage. The students there will treat you like trash no matter what. Don't think they'll be nice. They can be nice at first, but they'll backstab you in the end, and that is unacceptable. I have been bullied every single day during my high school years, and because of that, this school deserves only 1 star. You all should be ashamed of yourselves. ATTEND ELSEWHERE!


Posted January 21, 2012

The CCS committee at Mt. Eden has been there for over four years, we During these four years they haven't earned anything just to spend the money they not even have bylaws. We need to have new elections, we need to have people who really wants to help the community
—Submitted by a parent


Posted August 17, 2011

Mt. Eden Staff need to get a little more active in the education of all students during the 2011-2012 school year. There needs to be a website for the school. My daughter attended MLK Middle and every staff was so welcoming, supportive and enjoyed their job. We loved the Middle school experience and the great involvement of the lovely MLK staff. KUDOS to MRS. SANTOS!!! The principal at the MLK was awesome and Mrs Santos was just supportive of everything on the campus. I don't see this at Mt. Eden HS. Their seems to be a I don't care mood that is unacceptable. Meeting are always unorganized, cancelled or just don't happen. This year, I will make sure that things happen because it will be reported to the HUSD school district and Alameda county Office of Education immediately..I'm tired and hate to do this, but it's my child and other''s education at jeopardy. No more, no more! Things need to really change at Mt. Eden big time. Change will happen for the 2011-2012 school year and I promise that.
—Submitted by a parent


Posted June 13, 2011

It has a great art , band, and choir programs and have showed this by winning numerous awards.
—Submitted by a student


Posted October 31, 2010

Because it's the place that holds a good part of my memories!! I love my school... Because I had the best teachers Mr. Anderson very patient teacher was very helpful even though I couldn't BEG an answer out if him! I know my states and all the Capitols now! Now I love history!!! And I would love to help my school!!!
—Submitted by a parent


Posted January 28, 2010

Mt. Eden High School has experienced a difficult transition in the past 3 years with new administrators and now 3 principals. The District must hire a principal who is willing to embrace the diversity of the school and the community. Great leadership means great results. Somewhat disappointed with academics - lack of teachers/students motivation it is not too late to unite and stop the division between student groups/parents/teachers. We are all in it together and the reputation of the school affects us all.
—Submitted by a parent


Posted September 30, 2009

The food is not so good. They do not let us use the feilds in the back of the school before at lunch or after school, only in P.E. And some of the teachers aren't that good.but most are really good.so yea I think it an average high school with fights and stuff.
—Submitted by a student


Posted April 24, 2009

It easy to blame the teachers as to why Mt.Eden is a bad school. Parents need to keep in mind that class are surpassing class size, funding is decreasing and yet teachers are expected to produce brilliant students? Of course teachers are stressed, their lessons can't even begin to deal with real issues students face. As a former students I can say yes, there were bad moments but I was pushed by my teachers to do well. This year I will be graduating from a 4-yr university and applying to schools for a masters program. At Mt.Eden I was not the top of my class and received straight A's. Its a students choice to want to go to class and do hw. I believe my parents were a major factor to my academic success. Parents need to fight the state to change the schools, not point fingers at the teachers.
—Submitted by a student


Posted January 10, 2009

many people believe that Mt. Eden is not a very good school. Yet, my four years attending this school I I enjoyed every single day. I recieved a wonderful education from teachers who pushed me to the limit, and broadened my knowledge. Yes, there are teachers who are not very good, but there are a lot who are. If your child wants to challenge him or herself, let them. There are many teachers here that want to see their students succeed, and commit themselves to doing so. Many teachers there will forever be appreciated from me.
—Submitted by a student


Posted September 2, 2008

Both my son and daughter were exposed to many things at this school such as gangs, drugs, and bullying. The teachers could care less and parents are not involved. I became so distant to my teenage kids that I was worried they wouldn't graduate. This school has a lot of bad influences and not enough role models. The district needs to put more effort in these kids academicly so that they have a future to look forward. I am currently not happy with their system.
—Submitted by a parent


Posted July 7, 2008

I am a parent of a student who recently graduated from Mt. Eden High School . To parents of students attending this school, please watch your child. There are a lot of staff in this school who care less about the education of students. I am not sure what goes on in this school, but sometimes as a parent I felt so lost and my child too. I had to follow all of my childs class from his freshman year to senior year. I am so happy he will no longer be apart of this school. I really feel that the public school is not improve enough and that students are getting lost in the system if parents don't step up and follow their child until graduation. Mt. Eden HS needs lots of improvements when it comes to the educational success of our students. Parent of a 2008 graduate
—Submitted by a parent


Posted June 8, 2008

I really agree with this parent. First of all, its the child's choice whether or not they want to fail or not. I've just got accepted to a UC and there are teachers who arent very good but there are other teachers who are good. You have to deal with it. I dealed with it and look where I am.
—Submitted by a student


Posted May 27, 2008

mt.eden is he worst school ever! i will never or ever recommend anyone to attend this school.this school is know help to there students there very rude as far as the teachers go students are outrageously disrespectful theres know control at all at this school they dont set the children up for success they set them up for failuar and it is toltaly a disgrace
—Submitted by a parent


Posted June 19, 2007

The students there are very nice and the atmosphere is very great!
—Submitted by a student


Posted June 6, 2007

If your child is focused, this is a great school. The teachers genuinely care about their students. But there are exceptions including counselors. Keep in touch via email, phone calls and conferences with your student's teachers and counselor. Check your kids attendance bimonthly. There is no truancy plan for cuts , except after 6 unexcused absences the student loses 1 credit.
—Submitted by a parent


Posted June 15, 2006

Mt. Eden has an excellent choir program! These students have real talent that is proven with all of the awards that they win throughout the year. The choir director Ken Rawden is a dedicated teacher who demands excellence. Listening to this choir over the years has been an amazing experience. My child is entering her 3rd year and I can't wait to see this years play of Guys and Dolls. The parent involvement could be better but what we have is awsome. If you get a chance visit the Friends of the Choir web page at mtedenchoirs.org.
—Submitted by Sandy Perkinson, a parent


Posted February 26, 2006

Mt. Eden is a wonderful school. After leaving here student get into wide assortment of school such as UCLA, UC Berkeley, Stanford. They have many program for all types of student interest such as ceramics, chior, journalism. They have AP and honors class so student get perpared for college earlier and make the transition smoother. Mr. Davini the school principal is a kind man who gets involved in all aspects of the school. The parent involment is not as high as it could be but some parents fight for more than themselves. Mt. Eden currently has a ranking coed badminton team (in NCS) and boys tennis team (in HALL). They have other teams like cheer, golf, swim, etc.
—Submitted by Kimberly G, a student


Posted June 18, 2005

The school is one of the better ones in the area.
—Submitted by a parent


Posted October 9, 2004

The quality of education is there if students try for it, as there are a numerous amount of AP, Hoors, and electives. Yet may students aren't meeting their potential for a variety of reasons not totally in the school's control, but the school itself has many opportunities for students, parents, and the commuity to foster growth.
—Submitted by a student


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

693

Change from
2011 to 2012

+3

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

1 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

693

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+3

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

3 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2012.

227 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
7%

2010

 
 
13%

2009

 
 
3%
Algebra II

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

40 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
54%

2010

 
 
50%

2009

 
 
48%
Biology/Life Sciences

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

254 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
55%

2010

 
 
56%

2009

 
 
47%
Earth Science

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

223 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
11%

2010

 
 
10%

2009

 
 
6%
English Language Arts

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

471 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
49%

2010

 
 
46%

2009

 
 
48%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
14%
Geometry

The state average for Geometry was 48% in 2012.

197 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
11%

2010

 
 
18%

2009

 
 
8%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

107 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
6%

2010

 
 
11%

2009

 
 
8%
Algebra II

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

141 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
18%

2010

 
 
16%

2009

 
 
8%
Biology/Life Sciences

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

205 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
17%

2010

 
 
16%

2009

 
 
13%
Chemistry

The state average for Chemistry was 51% in 2012.

208 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
33%

2010

 
 
35%

2009

 
 
30%
Earth Science

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

12 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
4%

2010

 
 
0%

2009

 
 
17%
English Language Arts

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

438 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
36%

2010

 
 
41%

2009

 
 
39%
Geometry

The state average for Geometry was 17% in 2012.

144 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
4%

2010

 
 
3%

2009

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

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

39 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
67%

2010

 
 
53%

2009

 
 
36%
Science

The state average for Science was 53% in 2012.

421 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
36%

2010

 
 
39%

2009

 
 
36%
World History

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

432 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
30%

2010

 
 
36%

2009

 
 
27%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

45 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
9%

2010

 
 
5%

2009

 
 
8%
Algebra II

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

153 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
11%

2010

 
 
0%

2009

 
 
3%
Biology/Life Sciences

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

121 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
51%

2010

 
 
44%

2009

 
 
45%
Chemistry

The state average for Chemistry was 34% in 2012.

205 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
6%

2010

 
 
8%

2009

 
 
6%
Earth Science

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

43 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
24%

2010

 
 
4%

2009

 
 
15%
English Language Arts

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

439 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
40%

2010

 
 
34%

2009

 
 
33%
Geometry

The state average for Geometry was 9% in 2012.

115 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
7%

2010

 
 
0%

2009

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

103 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
27%

2010

 
 
15%

2009

 
 
22%
Physics

The state average for Physics was 56% in 2012.

32 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
60%

2010

 
 
41%

2009

 
 
36%
U.S. History

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

435 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
37%

2010

 
 
36%

2009

 
 
30%
World History

The state average for World History was 18% in 2012.

23 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
32%

2010

 
 
8%

2009

 
 
12%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

English Language Arts

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

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

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

Science

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students8%
Females8%
Males9%
African American0%
Asian20%
Filipino13%
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islander17%
Samoann/a
Other Pacific Islander18%
White (not Hispanic)8%
Economically disadvantaged6%
Non-economically disadvantaged15%
Students with disability0%
Students with no reported disability9%
English learner5%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)9%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Algebra II

All Students56%
Females44%
Males63%
African Americann/a
Asian60%
Filipinon/a
Hispanic or Latino53%
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students63%
Females62%
Males63%
African American45%
Asian80%
Filipino73%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islander67%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged53%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability63%
English learner28%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate46%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)72%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%

Earth Science

All Students17%
Females12%
Males21%
African American4%
Asian39%
Filipino40%
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged11%
Non-economically disadvantaged31%
Students with disability4%
Students with no reported disability19%
English learner5%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)10%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

English Language Arts

All Students45%
Females48%
Males42%
African American20%
Asian64%
Filipino67%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander48%
Samoann/a
Other Pacific Islander44%
White (not Hispanic)52%
Economically disadvantaged35%
Non-economically disadvantaged62%
Students with disability12%
Students with no reported disability46%
English learner4%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate30%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)54%
Parent education - college graduate59%
Parent education - graduate school/post graduate46%
Parent education - declined to state50%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students22%
Females20%
Males24%
African American17%
Asian53%
Filipino23%
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged16%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability22%
English learner7%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented49%
Parent education - not a high school graduate23%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)25%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students7%
Females8%
Males7%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged13%
Students with disability0%
Students with no reported disability9%
English learner3%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

Algebra II

All Students14%
Females6%
Males22%
African Americann/a
Asian21%
Filipino20%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islander9%
Samoann/a
White (not Hispanic)8%
Economically disadvantaged17%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented18%
Parent education - not a high school graduate16%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)22%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Biology/Life Sciences

All Students24%
Females23%
Males25%
African American21%
Asian21%
Filipino53%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islander17%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged19%
Non-economically disadvantaged36%
Students with disability8%
Students with no reported disability26%
English learner6%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)31%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Chemistry

All Students38%
Females36%
Males41%
African American27%
Asian55%
Filipino44%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islander27%
Other Pacific Islander29%
White (not Hispanic)50%
Economically disadvantaged35%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability39%
English learner13%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate33%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)46%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Earth Science

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females50%
Males41%
African American33%
Asian71%
Filipino68%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islander44%
Samoann/a
Other Pacific Islander43%
White (not Hispanic)71%
Economically disadvantaged35%
Non-economically disadvantaged62%
Students with disability0%
Students with no reported disability48%
English learner2%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate30%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)58%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Geometry

All Students4%
Females7%
Males1%
African American7%
Asiann/a
Filipino7%
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantaged5%
Students with disability0%
Students with no reported disability5%
English learner5%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talented17%
Parent education - not a high school graduate3%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)9%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students41%
Females30%
Males67%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino23%
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged50%
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)25%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students45%
Females42%
Males48%
African American32%
Asian67%
Filipino61%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islander50%
Samoann/a
Other Pacific Islander48%
White (not Hispanic)61%
Economically disadvantaged38%
Non-economically disadvantaged58%
Students with disability9%
Students with no reported disability47%
English learner10%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate35%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)54%
Parent education - college graduate66%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

World History

All Students29%
Females23%
Males35%
African American13%
Asian54%
Filipino35%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islander33%
Samoann/a
Other Pacific Islander30%
White (not Hispanic)52%
Economically disadvantaged25%
Non-economically disadvantaged37%
Students with disability6%
Students with no reported disability31%
English learner3%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduate22%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)38%
Parent education - college graduate37%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students4%
Females6%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students9%
Females6%
Males14%
African Americann/a
Asian32%
Filipino3%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islander8%
Other Pacific Islander8%
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability9%
English learner5%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented11%
Parent education - not a high school graduate24%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)10%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

Biology/Life Sciences

All Students65%
Females64%
Males65%
African American64%
Asian88%
Filipino77%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability67%
English learner6%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate47%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)73%
Parent education - college graduate90%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

Chemistry

All Students4%
Females6%
Males3%
African American0%
Asian9%
Filipino7%
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islander0%
Other Pacific Islander0%
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talented15%
Parent education - not a high school graduate6%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)4%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state3%

Earth Science

All Students21%
Females31%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate24%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students34%
Females39%
Males30%
African American24%
Asian59%
Filipino53%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islander11%
Samoann/a
Other Pacific Islander9%
White (not Hispanic)50%
Economically disadvantaged27%
Non-economically disadvantaged47%
Students with disability0%
Students with no reported disability36%
English learner1%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate29%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)32%
Parent education - college graduate56%
Parent education - graduate school/post graduate73%
Parent education - declined to state17%

Geometry

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipino0%
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students25%
Females15%
Males35%
African Americann/a
Asian42%
Filipino22%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
White (not Hispanic)36%
Economically disadvantaged23%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented35%
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)35%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students69%
Females67%
Males70%
African Americann/a
Asiann/a
Filipino55%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students32%
Females32%
Males32%
African American21%
Asian55%
Filipino38%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islander21%
Samoann/a
Other Pacific Islander18%
White (not Hispanic)50%
Economically disadvantaged26%
Non-economically disadvantaged43%
Students with disability11%
Students with no reported disability33%
English learner3%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate27%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)31%
Parent education - college graduate50%
Parent education - graduate school/post graduate73%
Parent education - declined to state19%

World History

All Students27%
Females20%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

449 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
77%

2010

 
 
78%

2009

 
 
76%
Math

The state average for Math was 84% in 2012.

452 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
76%

2010

 
 
79%

2009

 
 
77%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students78%
Females84%
Males73%
African American70%
Asian93%
Filipino90%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islander85%
White (not Hispanic)86%
Declined to staten/a
Economically disadvantaged74%
Non-economically disadvantaged85%
Economic Status Unknown88%
Students with disability32%
Tested with modificationsn/a
English learner33%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students75%
Females76%
Males74%
African American52%
Asian96%
Filipino90%
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islander81%
White (not Hispanic)83%
Declined to staten/a
Economically disadvantaged69%
Non-economically disadvantaged88%
Economic Status Unknown80%
Students with disability22%
Tested with modificationsn/a
English learner42%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 47% 49%
Filipino 15% 3%
Asian 12% 8%
African American 10% 7%
White 8% 28%
Pacific Islander 6% 1%
Multiple or No Response 2% 3%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 120%N/A24%
Students eligible for free or reduced-price lunch program 242%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 71% 85%
Filipino (Pilipino or Tagalog) 10% 1%
Vietnamese 4% 2%
Hindi 3% 0%
Punjabi 3% 1%
Farsi (Persian) 2% 0%
Tongan 2% 0%
Korean 1% 1%
Mandarin (Putonghua) 1% 1%
All other non-English languages 0% 1%
Arabic 0% 1%
French 0% 0%
Gujarati 0% 0%
Ilocano 0% 0%
Indonesian 0% 0%
Japanese 0% 0%
Pashto 0% 0%
Portuguese 0% 0%
Samoan 0% 0%
Tigrinya 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

2300 Panama Street
Hayward, CA 94545
Phone: (510) 723-3180

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