GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Mount Eden High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
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!
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!
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
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
It has a great art , band, and choir programs and have showed this by winning numerous awards.
—Submitted by a student
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
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
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
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
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
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
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
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
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
The students there are very nice and the atmosphere is very great!
—Submitted by a student
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 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.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
254 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
471 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.
197 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.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
208 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
144 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.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
421 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
432 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.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
439 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
115 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
435 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| 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 | 8% |
| Females | 8% |
| Males | 9% |
| African American | 0% |
| Asian | 20% |
| Filipino | 13% |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 17% |
| Samoan | n/a |
| Other Pacific Islander | 18% |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 15% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 5% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 56% |
| Females | 44% |
| Males | 63% |
| African American | n/a |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 50% |
| 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 | 61% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 62% |
| Males | 63% |
| African American | 45% |
| Asian | 80% |
| Filipino | 73% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 67% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 28% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 58% |
| All Students | 17% |
| Females | 12% |
| Males | 21% |
| African American | 4% |
| Asian | 39% |
| Filipino | 40% |
| Hispanic or Latino | 11% |
| 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 | 11% |
| Non-economically disadvantaged | 31% |
| Students with disability | 4% |
| Students with no reported disability | 19% |
| English learner | 5% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 45% |
| Females | 48% |
| Males | 42% |
| African American | 20% |
| Asian | 64% |
| Filipino | 67% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 48% |
| Samoan | n/a |
| Other Pacific Islander | 44% |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 62% |
| Students with disability | 12% |
| Students with no reported disability | 46% |
| English learner | 4% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 50% |
| 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 | 22% |
| Females | 20% |
| Males | 24% |
| African American | 17% |
| Asian | 53% |
| Filipino | 23% |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 7% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 49% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| 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 | 7% |
| Females | 8% |
| Males | 7% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 13% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 3% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 10% |
| All Students | 14% |
| Females | 6% |
| Males | 22% |
| African American | n/a |
| Asian | 21% |
| Filipino | 20% |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 9% |
| Samoan | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 18% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 24% |
| Females | 23% |
| Males | 25% |
| African American | 21% |
| Asian | 21% |
| Filipino | 53% |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 17% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 36% |
| Students with disability | 8% |
| Students with no reported disability | 26% |
| English learner | 6% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 38% |
| Females | 36% |
| Males | 41% |
| African American | 27% |
| Asian | 55% |
| Filipino | 44% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 27% |
| Other Pacific Islander | 29% |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 13% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| 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 | 45% |
| Females | 50% |
| Males | 41% |
| African American | 33% |
| Asian | 71% |
| Filipino | 68% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 44% |
| Samoan | n/a |
| Other Pacific Islander | 43% |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 62% |
| Students with disability | 0% |
| Students with no reported disability | 48% |
| English learner | 2% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 4% |
| Females | 7% |
| Males | 1% |
| African American | 7% |
| Asian | n/a |
| Filipino | 7% |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 5% |
| Students with disability | 0% |
| Students with no reported disability | 5% |
| English learner | 5% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 17% |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 41% |
| Females | 30% |
| Males | 67% |
| African American | n/a |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 50% |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 42% |
| Males | 48% |
| African American | 32% |
| Asian | 67% |
| Filipino | 61% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 50% |
| Samoan | n/a |
| Other Pacific Islander | 48% |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 58% |
| Students with disability | 9% |
| Students with no reported disability | 47% |
| English learner | 10% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 29% |
| Females | 23% |
| Males | 35% |
| African American | 13% |
| Asian | 54% |
| Filipino | 35% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 33% |
| Samoan | n/a |
| Other Pacific Islander | 30% |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 37% |
| Students with disability | 6% |
| Students with no reported disability | 31% |
| English learner | 3% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
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 | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 6% |
| Males | 14% |
| African American | n/a |
| Asian | 32% |
| Filipino | 3% |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 8% |
| Other Pacific Islander | 8% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 5% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 11% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 65% |
| Females | 64% |
| Males | 65% |
| African American | 64% |
| Asian | 88% |
| Filipino | 77% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 6% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | 4% |
| Females | 6% |
| Males | 3% |
| African American | 0% |
| Asian | 9% |
| Filipino | 7% |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 0% |
| Other Pacific Islander | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | 15% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 3% |
| All Students | 21% |
| Females | 31% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| 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 | 34% |
| Females | 39% |
| Males | 30% |
| African American | 24% |
| Asian | 59% |
| Filipino | 53% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 11% |
| Samoan | n/a |
| Other Pacific Islander | 9% |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 47% |
| Students with disability | 0% |
| Students with no reported disability | 36% |
| English learner | 1% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 17% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| 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) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 25% |
| Females | 15% |
| Males | 35% |
| African American | n/a |
| Asian | 42% |
| Filipino | 22% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 35% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 67% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | 55% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| 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 | 32% |
| Males | 32% |
| African American | 21% |
| Asian | 55% |
| Filipino | 38% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 21% |
| Samoan | n/a |
| Other Pacific Islander | 18% |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 43% |
| Students with disability | 11% |
| Students with no reported disability | 33% |
| English learner | 3% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 19% |
| All Students | 27% |
| Females | 20% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| 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.
449 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
452 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 | 78% |
| Females | 84% |
| Males | 73% |
| African American | 70% |
| Asian | 93% |
| Filipino | 90% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 85% |
| White (not Hispanic) | 86% |
| Declined to state | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 85% |
| Economic Status Unknown | 88% |
| Students with disability | 32% |
| Tested with modifications | n/a |
| English learner | 33% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 75% |
| Females | 76% |
| Males | 74% |
| African American | 52% |
| Asian | 96% |
| Filipino | 90% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 81% |
| White (not Hispanic) | 83% |
| Declined to state | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 80% |
| Students with disability | 22% |
| Tested with modifications | n/a |
| English learner | 42% |
| 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 | 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 20% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 42% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
Tips for understanding school culture
Visit
2300 Panama Street
Hayward,
CA 94545
Phone: (510) 723-3180
To start a new list, click OK. Otherwise click Cancel.
Lorin A. Eden Elementary School
Hayward, CA
Martin Luther King Jr Middle School
Hayward, CA
Peaceful Learning School
Hayward, CA
St. Bede Catholic School
Hayward, CA
Tyrrell Elementary School
Hayward, CA
Schafer Park Elementary School
Hayward, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Mount Eden High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

