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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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.
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
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
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
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
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
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
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 Spiderman, a student
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 Tiffany, 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 25% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
245 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
248 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.
94 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
272 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.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
218 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
49 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
225 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 7% |
| Females | 9% |
| Males | 5% |
| African American | 6% |
| Asian | 21% |
| Filipino | 0% |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | 12% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 3% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 80% |
| Females | n/a |
| Males | 92% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| 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 | 48% |
| Females | 46% |
| Males | 48% |
| African American | 33% |
| Asian | 73% |
| Filipino | 53% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 15% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 44% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 59% |
| Males | 50% |
| African American | 38% |
| Asian | 73% |
| Filipino | 64% |
| Hispanic or Latino | 37% |
| 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) | 67% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 10% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 56% |
| 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 | 29% |
| Females | 25% |
| Males | 34% |
| African American | 17% |
| Asian | 38% |
| Filipino | 34% |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 17% |
| 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 |
| 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 | 4% |
| Females | 4% |
| Males | 5% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 4% |
| 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 | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 10% |
| Males | 11% |
| African American | 11% |
| Asian | 20% |
| Filipino | 11% |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 17% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | 17% |
| Parent education - declined to state | 8% |
| All Students | 35% |
| Females | 44% |
| Males | 27% |
| African American | 25% |
| Asian | 76% |
| Filipino | 33% |
| Hispanic or Latino | 18% |
| 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 | 27% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 13% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 20% |
| Females | 16% |
| Males | 25% |
| African American | 10% |
| Asian | 11% |
| Filipino | 24% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | 0% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 0% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 62% |
| Males | 43% |
| African American | 37% |
| Asian | 71% |
| Filipino | 66% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 62% |
| Students with disability | 13% |
| Students with no reported disability | 55% |
| English learner | 14% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 43% |
| All Students | 5% |
| Females | 0% |
| Males | 9% |
| African American | 0% |
| Asian | n/a |
| Filipino | 6% |
| Hispanic or Latino | 8% |
| 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 | 6% |
| 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 | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| 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 | 56% |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| 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 | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 55% |
| Males | 55% |
| African American | 40% |
| Asian | 69% |
| Filipino | 66% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 63% |
| Students with disability | 14% |
| Students with no reported disability | 57% |
| English learner | 32% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 47% |
| All Students | 34% |
| Females | 27% |
| Males | 41% |
| African American | 24% |
| Asian | 40% |
| Filipino | 42% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 41% |
| Students with disability | 7% |
| Students with no reported disability | 37% |
| English learner | 9% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 25% |
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 | 14% |
| Females | n/a |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 2% |
| Females | 3% |
| Males | 0% |
| African American | 4% |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 0% |
| 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 | 0% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | n/a |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 54% |
| Females | 55% |
| Males | 53% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| 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 | 4% |
| Females | 5% |
| Males | 4% |
| African American | 0% |
| Asian | n/a |
| Filipino | 5% |
| Hispanic or Latino | 6% |
| 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 | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 8% |
| 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 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 | 42% |
| Females | 45% |
| Males | 40% |
| African American | 23% |
| Asian | 59% |
| Filipino | 47% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 47% |
| Students with disability | 9% |
| Students with no reported disability | 44% |
| English learner | 9% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 40% |
| All Students | 2% |
| Females | n/a |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| 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 | 24% |
| Females | 19% |
| Males | 30% |
| African American | n/a |
| Asian | 46% |
| Filipino | 14% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 59% |
| Females | 50% |
| Males | 68% |
| African American | 42% |
| Asian | 65% |
| Filipino | 64% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
| All Students | 39% |
| Females | 38% |
| Males | 39% |
| African American | 24% |
| Asian | 62% |
| Filipino | 37% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 43% |
| Students with disability | 17% |
| Students with no reported disability | 41% |
| English learner | 7% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 43% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - 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.
276 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
278 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 82% |
| Females | 82% |
| Males | 82% |
| African American | 71% |
| Asian | 90% |
| Filipino | 92% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Declined to state | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | 100% |
| Students with disability | 21% |
| Tested with modifications | n/a |
| English learner | 56% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 79% |
| African American | 58% |
| Asian | 90% |
| Filipino | 95% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Declined to state | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 77% |
| Students with disability | 17% |
| Tested with modifications | n/a |
| English learner | 58% |
| 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
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 | ||
|---|---|---|---|---|
| African American | 27% | 7% | ||
| Asian | 20% | 8% | ||
| Filipino | 20% | 3% | ||
| Hispanic or Latino | 16% | 49% | ||
| White | 10% | 28% | ||
| Multiple or No Response | 7% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 28% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 35% | 85% | ||
| Filipino (Pilipino or Tagalog) | 20% | 1% | ||
| Punjabi | 15% | 1% | ||
| Cantonese | 8% | 2% | ||
| Lao | 4% | 0% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Vietnamese | 4% | 2% | ||
| Urdu | 3% | 0% | ||
| Portuguese | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Khmu | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Pashto | 1% | 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 | 83% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
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1900 Refugio Valley Road
Hercules,
CA 94547
Phone: (510) 231-1429
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