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GreatSchools Rating

Hercules High School

Public | 9-12 | 1008 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 1 rating

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24 reviews of this school


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Posted April 13, 2013

Run to another school. The administration is a farce.The students unruly, the security guards part of the problem and the teachers aren't getting paid enough to care. Generally speaking of course. My experience with this school is totally negative from beginning to end. I will never encourage anyone to enroll their child in this school.
—Submitted by a parent


Posted February 1, 2013

This school really needs to refresh on how to keep kids safe there. There are always fights and the new principal just doesn't seem to have a handle on things. I preferred the previous principal, things just seemed not so hectic.
—Submitted by a parent


Posted September 22, 2011

There is a consular who is not there for the kids just a pay check and it shows. Not happy with her at all. There is a lot of talking down to the kids and the parents as if they have some kind of power over you. She does not trying to figure out what really happen or how it happen. she just wanted to be right when she was clearly in the WRONG and didn't listen to my son at all
—Submitted by a parent


Posted August 24, 2010

My daughter attended in 2007 & 2008 and hated when she had to go the office. Employees were very very rude! Gave no respect.
—Submitted by a parent


Posted March 12, 2010

As a previous student of Hercules High School I would not suggest you send your child here. The lack of connection with the teachers/students is disheartening. The environment was disrespectful, at many times violent, and left much to be desired. It is unfortunate that such a nice neighborhood has such a disappointment for a high school. I strongly feel that this school does not prepare students for college either. In my opinion, there are only a few positive things to say in regards to Hercules High. As many have said before the drama, dance, and music departments shine. There are a handful of teachers who genuinely seem to want to make a difference in your child's life. Beyond that Hercules High needs a lot of improvement. I would look elsewhere if I was trying to give my child the best I could for the future of their education.
—Submitted by a student


Posted July 10, 2009

The teachers are always absent when the kids try to catch up with the material the teachers just jump to another chapter without reviewing where they stopped. The teachers are overwhelmed, they give out homework, but they hardly return it back to the kids. When I ask the kids how they did on a test they don t know until the progress reports come out if the kids get a C or a lower grade the teachers always answer it s because low test scores. The administration is also a mess, when a child needs to speak to a counselor or someone in the office, everyone is always rude, there is no politeness or manners. My kids will never return to this school unfortunately that leaves an open spot for an outsider to come here instead of our own children.
—Submitted by a parent


Posted April 7, 2009

The administration doesn't listen to the kids and what they have to say and they dont let the students know or teachers know when there is changes in policy. Hercules High needs new administration. Specially they need a new principal who knows and interprets student hand book as they are written. The person need to be able to admit the mistake they make.
—Submitted by a parent


Posted March 21, 2009

We pulled our son out of Hercules after 2 years...just too many problems. While Principal Zak seems to be 'in touch' from afar, when you speak to him one-on-one with specific concerns, he falls flat. None of our (rather simple) concerns were dealt with, and he supports the teachers without fail. While loyalty is not a bad thing, it is necessary to admit when a certain teacher is getting many, many complaints and some change needs to happen. Discipline is a huge problem, even with the recent changes. My son was witnessing fights almost daily.
—Submitted by a parent


Posted February 5, 2009

my favorite school, i just switched out of pinole valley and this is way better. i heard administration just improved this year. bye
—Submitted by a student


Posted November 6, 2008

My son is new to this school this year. He is a good student getting a 'B' average or higher. I hear about so many kids in his class failing or barely passing with a 'D'. So many students not applying themselves. I think it is a reflection of their parents participation and lack of discipline with their child. The school is very good at letting partents know when their student is tardy or absent to class. It appears that most of the teachers grade on a scale as opposed to a curve. This requires the student to try even harder just to pass. My son has a friend that has gone to every class every day last quarter and is getting all 'F's' except in gym. He has students in his class wearing their iPod or playing with their PSP. Will parents change when they see their report card?
—Submitted by a parent


Posted September 5, 2008

This school is basically an average or below average school. The racial diversity is really big in this school and some of the facility equipments are really old. The maintanece is just ok. It would be much better if all the people in that school care about their academic.
—Submitted by a student


Posted August 7, 2008

This is school is alright in academics but really need more extra extracurricular activities, police is there but only safeguard the outside the teacher need to be taught how to discipline their students cause most of the classes is outrages completely terrible and for an upper middle class city i expected better from the community please reconsider to send your teenager to another school.


Posted June 27, 2008

the administration doesn't listen to the kids and what they have to say. and they dont let the students know or teachers know when there is a cancelation of something. Hercules High needs new administration.
—Submitted by a parent


Posted June 11, 2008

Police are at most schools in the district. They are put there to protect the school from outside troublemakers. They are rarely needed as order is well kept by the faculty. About the academia being mediocre, I invite that parent to go and visit Richmond High School, Kennedy High School or De Anza High School to see their curriculum there. HMHS has challenging programs if a student actually tried to seek them out.
—Submitted by a student


Posted June 8, 2008

Personally, this school has had it's shares of downfalls, and negative happenings, but under Principal Zak, the school has improved. Students are now wearing their I.D.s (an occurrence most wouldn't think would ever happen), and the fight number is lessening. However, the school is lacking heart and some sensitivity from its administration. Nevertheless, HHS is home to some of the talented educators in the district. The music/drama department is also one of the best in the district.
—Submitted by a student


Posted April 7, 2008

I go to this school the only good ratings I beleave are here are from the teachers trying to make our school sound better then it is acting like they are aprents. Our text bools are old and our classes are slowed down so the students causing trouble can catch up. The principle tries to maintain order but thier is much to much racial unbalance and anger, and fighting. My gosh we have active on duty Police station in the school what does that tell you?
—Submitted by a student


Posted October 3, 2007

Horrible first impression. Disorganized, lack of leadership. Academia is mediocre at best. The one bright shining spot, apparently, is the drama/performing arts department
—Submitted by a parent


Posted September 10, 2007

Bad plain bad,so disappointed in an exspensive area to live yet the fighting and racial problems galore. Books out dated and old,Principle is trying.
—Submitted by a parent


Posted May 23, 2007

This is an okay school. It has a great music program! Many of the teachers here are top notch...the main problem is the supply of books. I am currently using a 20 year old Algebra II book, thus I didn't do as good as I could have on my District test for the subject. All in all, the school isn't so bad. The new principal Mr. Zak has helped improved our school discipline wise.
—Submitted by a student


Posted April 17, 2007

If you want an overwhelming sense of racial separation, then attend Hercules High. The minority of students (around eleven percent and below on the graph) are the students that get picked on by the majority. The school is overcrowded. The teachers are average, but the music program is fantastic. There are different levels of orchestras, bands, choirs, dance programs and play groups. The new principle has improved the school a lot by making and enforcing rules. There have been a lot less fights. Hopefully the few good teachers, the great music and art programs and the new principle will pull the school together in the future.
—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 2013.

This school's
API score

738

Change from
2012 to 2013

+21

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

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 met its schoolwide API target for 2013.
  • 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 2013

This school's
API score

738

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
2012 to 2013

+21

Change from 2012 to 2013
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
(2012)

3 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

1 / 10

API Similar Schools Rank (2012)
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 25% in 2013.

121 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
7%

2011

 
 
5%

2010

 
 
10%
Algebra II

The state average for Algebra II was 65% in 2013.

24 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
80%

2011

 
 
54%

2010

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

240 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
48%

2011

 
 
37%

2010

 
 
39%
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

237 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
54%

2011

 
 
53%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

91 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
29%

2011

 
 
19%

2010

 
 
19%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

63 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
4%

2011

 
 
9%

2010

 
 
2%
Algebra II

The state average for Algebra II was 39% in 2013.

87 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
11%

2011

 
 
11%

2010

 
 
12%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

76 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
35%

2011

 
 
24%

2010

 
 
13%
Chemistry

The state average for Chemistry was 46% in 2013.

142 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
20%

2011

 
 
24%

2010

 
 
33%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

231 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
53%

2011

 
 
48%

2010

 
 
43%
Geometry

The state average for Geometry was 15% in 2013.

56 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
5%

2011

 
 
1%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

19 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
60%

2011

 
 
67%

2010

 
 
84%
Science

The state average for Science was 54% in 2013.

233 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
55%

2011

 
 
42%

2010

 
 
38%
World History

The state average for World History was 46% in 2013.

232 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
34%

2011

 
 
34%

2010

 
 
33%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

16 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
14%

2011

 
 
n/a

2010

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2013.

45 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
2%

2011

 
 
0%

2010

 
 
1%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

21 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
54%

2011

 
 
47%

2010

 
 
20%
Chemistry

The state average for Chemistry was 32% in 2013.

74 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
4%

2011

 
 
1%

2010

 
 
10%
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

229 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
42%

2011

 
 
39%

2010

 
 
40%
Geometry

The state average for Geometry was 8% in 2013.

38 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
2%

2011

 
 
0%

2010

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

98 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
24%

2011

 
 
36%

2010

 
 
37%
Physics

The state average for Physics was 58% in 2013.

72 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
59%

2011

 
 
70%

2010

 
 
50%
U.S. History

The state average for U.S. History was 50% in 2013.

243 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
39%

2011

 
 
36%

2010

 
 
38%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students4%
Females0%
Males7%
African American3%
Asian7%
Filipino12%
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)6%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students42%
Females45%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented42%
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 graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students49%
Females49%
Males48%
African American33%
Asian63%
Filipino54%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged33%
Non-economically disadvantaged62%
Students with disability0%
Students with no reported disability52%
English learner10%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate27%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)44%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

Earth 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
Native Hawaiiann/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 Students60%
Females61%
Males59%
African American44%
Asian78%
Filipino68%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged48%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability61%
English learner28%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)63%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%

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
Native Hawaiiann/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

Geometry

All Students27%
Females24%
Males31%
African American24%
Asian32%
Filipino35%
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)26%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 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
Native Hawaiiann/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

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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 2012-2013 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.

Source: California Department of Education

Algebra I

All Students6%
Females4%
Males8%
African American0%
Asiann/a
Filipino18%
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)10%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students16%
Females16%
Males16%
African American17%
Asian29%
Filipino10%
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)17%
Parent education - college graduate12%
Parent education - graduate school/post graduate23%
Parent education - declined to staten/a

Biology/Life Sciences

All Students30%
Females25%
Males34%
African American17%
Asiann/a
Filipino47%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability32%
English learner17%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)5%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students31%
Females31%
Males31%
African American16%
Asian44%
Filipino35%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged26%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented51%
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)31%
Parent education - college graduate37%
Parent education - graduate school/post graduate23%
Parent education - declined to state27%

Earth 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
Native Hawaiiann/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 Students52%
Females63%
Males44%
African American42%
Asian69%
Filipino60%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged42%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability53%
English learner5%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)44%
Parent education - college graduate59%
Parent education - graduate school/post graduate65%
Parent education - declined to state63%

Geometry

All Students4%
Females4%
Males3%
African American0%
Asiann/a
Filipino0%
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students69%
Femalesn/a
Males73%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented69%
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 Students55%
Females50%
Males58%
African American37%
Asian76%
Filipino65%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged46%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability55%
English learner19%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate49%
Parent education - some college (includes AA degree)52%
Parent education - college graduate57%
Parent education - graduate school/post graduate65%
Parent education - declined to state60%

World History

All Students44%
Females38%
Males48%
African American26%
Asian61%
Filipino53%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged35%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability44%
English learner14%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)39%
Parent education - college graduate52%
Parent education - graduate school/post graduate60%
Parent education - declined to state60%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students6%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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 disability8%
English learnern/a
Fluent-English proficient and English only8%
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

Algebra II

All Students4%
Females7%
Males3%
African American0%
Asiann/a
Filipino7%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)8%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students33%
Females50%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only47%
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

Chemistry

All Students15%
Females16%
Males15%
African American4%
Asian38%
Filipino21%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)6%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth 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
Native Hawaiiann/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 Students50%
Females61%
Males40%
African American34%
Asian69%
Filipino59%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged36%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability52%
English learner5%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)48%
Parent education - college graduate61%
Parent education - graduate school/post graduate68%
Parent education - declined to state43%

Geometry

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipino0%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
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 graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students26%
Females29%
Males24%
African American27%
Asian43%
Filipino16%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented40%
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)21%
Parent education - college graduate31%
Parent education - graduate school/post graduate31%
Parent education - declined to staten/a

Physics

All Students56%
Females60%
Males51%
African Americann/a
Asian88%
Filipino47%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)44%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students40%
Females38%
Males40%
African American31%
Asian53%
Filipino43%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged32%
Non-economically disadvantaged41%
Students with disability0%
Students with no reported disability43%
English learner9%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduate34%
Parent education - some college (includes AA degree)43%
Parent education - college graduate37%
Parent education - graduate school/post graduate63%
Parent education - declined to state39%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

234 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%

2011

 
 
86%

2010

 
 
81%
Math

The state average for Math was 84% in 2013.

234 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
79%

2011

 
 
82%

2010

 
 
77%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students87%
Females88%
Males86%
Gender Unknownn/a
African American77%
Asian93%
Filipino95%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged95%
Economic Status Unknown92%
Students with disabilityn/a
Tested with modificationsn/a
English learner61%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females87%
Males80%
Gender Unknownn/a
African American68%
Asian96%
Filipino92%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to staten/a
Economically disadvantaged73%
Non-economically disadvantaged89%
Economic Status Unknown100%
Students with disabilityn/a
Tested with modificationsn/a
English learner70%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 37% 11%
Black 23% 7%
Hispanic 17% 51%
Two or more races 13% 3%
White 9% 27%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 49%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra

Health & athletics

School facilities
  • Access to sports fields
  • Gym
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Guy Zakrevsky
Fax number
  • (510) 245-1089

Resources

Staff resources available to students
  • School social worker/counselors(s)
School facilities
  • Access to sports fields
  • Gym
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Badminton
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
Girls sports
  • Badminton
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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1900 Refugio Valley Road
Hercules, CA 94547
Phone: (510) 231-1429

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