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GreatSchools Rating

Irvine High School

Public | 9-12

 
 

Living in Irvine

Situated in an inner city neighborhood. The median home value is $465,000. The average monthly rent for a 2 bedroom apartment is $2,170.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted July 28, 2008

I go to Irvine High school and I'm going to be a sophmore next year. The school, is outstanding. maybe not as academic las University High, or as high of performing arts as Northwood High, but it is a equal balanced school with a lot of opportunities. The science program is fantastic, being able to take Biology in your Freshman year. Even though there are not as many foriegn languages offered as in other high schools, but the languges at Irvine High can be placed into solid Fourth period, finishing 2 years of foriegn language in actually one year, unlike how other high schools make you actually take it in two years. To tell the truth, I live in the University High School area, however, i chose to go to Irvine High, because i had friends that went there, and I new it would not be as competitive as Uni. I
—Submitted by a student


Posted October 16, 2007

My daughter attends IHS and loves it! They make it very easy for kids to be involved and the families that are involved with their kids are wonderful and friendly. They do have a program for introducing new Freshman students, my daughter was a peer this year. Parents that are worried about the block scheduling, don't be! My daughter loves it and it has made even the difficult classes easier because she had time to question if she needs to. There are a ton of AP/Honors classes and the counselors are always available to help out. This is the best of the Irvine schools!
—Submitted by a parent


Posted September 14, 2007

IHS is an amazing school and sincerely made my high school experience a wonderful one. The diversity of the school makes everyone friends. Anyone and everyone is accepted. The teachers are so intune with each individual student. They consider their profession their passion and their goals as teacher is to change their students lives for the better. Although some parents may not agree with the block scheduling, (coming from a graduated student) it's so helpful when applying to colleges and having enough time (90 minutes) in the class room. It allows the students to get as much done as possible in the short four yrs they are there. IHS teachers are nothing but caring.
—Submitted by a former student


Posted August 23, 2007

This school has the world's greatest teachers. They are interested in the whole student, not just the test score.
—Submitted by a parent


Posted May 16, 2007

I cannot recommend Irvine High School under its current leadership (2007). The principal is very involved in fundraising, but frankly she does not belong anywhere near young people. She presents quite an impressive figure publicly, but her private persona leaves much to be desired. I have absolutely no confidence in her. The quality of the academic programs at IHS is unfortunately mediocre. AP programs are characterized principally by the homework burden (which my son has described as 'useless busy work'). Parents' participation is welcome in extracurricular activities, especially sports, and especially when volunteer work is needed. However, if there's a problem, parents' input is not appreciated. There are some really terrific faculty members that make extracurricular activities definitely worthwhile. (The wrestling program is particularly impressive, largely because of the coaches.) If your child is on track to becoming a star athlete, IHS is fine. Otherwise, it's not a great environment for kids.
—Submitted by a parent


Posted February 4, 2007

I've had 2 children graduate from this school and have no complaints. Both have gone onto college and done very well! The staff and faculty are extremely helpful to both parents and students. As with all schools, parents need to not assume, stay involved - no matter your child's grade level. Every HS has some sort of problem - unfortunately that's kids get this from peers, and lack of home discipline.
—Submitted by a parent


Posted January 31, 2007

Block scheduling is not as bad as the other review makes it sound. In fact, block scheduling allows your student to have more classes and more time to do homework if the class is every other day. This type of schedule allows students to have more than just one elective. This is a very good schedule, and works very well. Most of the students, including myself, that go to Irvine agree that they like it very much.
—Submitted by a student


Posted August 8, 2005

Irvine High is a great school, safe and academicly one of the best in orange county. Music and Sports activities are plentifull, and it's art program is outstanding. Parents invollvement is the most that I have seen.
—Submitted by a parent


Posted June 1, 2004

I'm a student of IHS. I play sports, clubs and have a 3.0 gpa but parents who are we kidding. Kids do that on their own. With not much help from the teachers. The parents that think this is a great school aren't really aware of what goes on. No drugs? Wrong. The school just doesn't talk about it. How many kids do you know of that sneak off campus, don't get caught and go to Heritage Park to do drugs. Your child skips school. They just don't get caught. I mean IHS doesn't have the best security. I transfered from another school my sophmore year.
—Submitted by a student


Posted June 1, 2004

Warning to all parents! My child attended IHS her freshman and sophmore year. She managed to skip school for 2 weeks and I had no way of knowing. 2 weeks went by and I received no call from the school or any of her teachers. The school is block schedule and only has 4 classes a day. It was nearly impossible to get any help from the teachers or staff regarding her credits being transfered to another school. In fact a few of the standard classes that she took were not even eligible to be transfered to other districts. Now that my daughter is at a new school she has a 3.8 gpa, and the teachers and staff are very helpful.
—Submitted by a parent


Posted May 24, 2004

This is my second generation of girls to attend Irvine High. I consider it to be a premier school. I have enjoyed the band and pageantry a lot this year. The Captain of the pageantry team looks like a future leader to me. All the girls are beautiful and talented. E. A. Holmes
—Submitted by a parent


Posted April 19, 2004

Well, I'm not a parent, but I currently attend Irvine High School. I wouldn't say it's an incredibly good school, but the academics are great, the campus is kept clean (no graffiti and the likes). I have never seen a fight on campus, and I have never seen any drugs being done either. After all, it's Irinve, the 'bubble'. Block scheduling is not as bad as the other review says. Yes, transferring in mid semester is most likely a pain, but it's really simple and if you ask most students at IHS they would say it's great. As for feeling welcome as a new student I really don't think it's that important.
—Submitted by a student


Posted March 13, 2004

Irvien High School is a great environment for any high school student. There is something for everyone. Some of the greatest things they have are their clubs and sports teams- they really make the kids feel good. The Color Guard team has done a great job this year. One thing this school has that I have not seen anywhere else is their 'Unity Week'- an entire week dedicated to celebrating diversity and embracing unity, the kids love it and it's a lesson we all could learn from. They really work hard to make it better every year, keep up the great work!
—Submitted by a student


Posted January 30, 2004

A warning to parents of students transfering to this school. It is a block schedule. If transfering between semesters, make sure this is the school for you ahead of time. They make it very difficult, if not impossible to transfer credits. Calling the district ahead of time is of no help. They're very disconnected from the school. If you are coming from a standard schedule school, be prepared to give up music and/or foreign language for their mandatory basic classes. It's a 4 period school day versus the standard 6. Once here, you are stuck. It isn't like the rest of the country where it is much easier to transfer to another high school in the same district. There are no measures for making new students feel welcome which could including having another student introduce them to fellow classmates, or even show them around. It's horrible.
—Submitted by a parent


Posted November 8, 2003

Irvine High is a well-rounded school with strong academic profile and great diversity. The students are nice and actively involved. The programs promote outstanding academic and social growth for all students and prepare them well for their future endeavors.
—Submitted by a parent


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

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

877

Change from
2012 to 2013

0

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

7 / 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 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

877

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

0

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)

10 / 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)

7 / 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.

200 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
60%

2011

 
 
59%

2010

 
 
63%
Algebra II

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

42 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
94%

2011

 
 
100%

2010

 
 
100%
Biology/Life Sciences

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

149 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
100%

2011

 
 
100%

2010

 
 
98%
Earth Science

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

269 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
59%

2011

 
 
62%

2010

 
 
57%
English Language Arts

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

428 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
84%

2011

 
 
83%

2010

 
 
82%
General Mathematics (Grades 6 & 7 Standards)

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

53 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

130 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%
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.

70 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
31%

2011

 
 
34%

2010

 
 
25%
Algebra II

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

144 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
76%

2010

 
 
78%
Biology/Life Sciences

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

168 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
86%

2011

 
 
81%

2010

 
 
79%
Chemistry

The state average for Chemistry was 46% in 2013.

147 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
96%

2011

 
 
91%

2010

 
 
88%
Earth Science

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

119 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
29%

2011

 
 
41%

2010

 
 
29%
English Language Arts

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

429 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
75%

2011

 
 
75%

2010

 
 
75%
Geometry

The state average for Geometry was 15% in 2013.

167 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
55%

2011

 
 
45%

2010

 
 
55%
High School (Summative) Mathematics (Grade 9-11)

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

42 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
Science

The state average for Science was 54% in 2013.

427 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%

2011

 
 
80%

2010

 
 
73%
World History

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

439 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%

2011

 
 
67%

2010

 
 
69%
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.

43 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
31%

2011

 
 
22%

2010

 
 
19%
Algebra II

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

137 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
35%

2011

 
 
32%

2010

 
 
24%
Biology/Life Sciences

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

133 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
85%

2011

 
 
83%

2010

 
 
72%
Chemistry

The state average for Chemistry was 32% in 2013.

152 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
55%

2010

 
 
55%
Earth Science

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

94 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
37%

2011

 
 
30%

2010

 
 
27%
English Language Arts

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

400 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
73%

2011

 
 
77%

2010

 
 
67%
Geometry

The state average for Geometry was 8% in 2013.

53 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
29%

2011

 
 
21%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

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

163 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%

2011

 
 
89%

2010

 
 
92%
Physics

The state average for Physics was 58% in 2013.

29 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
93%

2011

 
 
91%

2010

 
 
78%
U.S. History

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

410 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
69%

2011

 
 
72%

2010

 
 
66%
World History

The state average for World History was 19% 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

All Students67%
Females73%
Males61%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged61%
Non-economically disadvantaged68%
Students with disability55%
Students with no reported disability67%
English learner63%
Fluent-English proficient and English only67%
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 state66%

Algebra II

All Students96%
Females83%
Males100%
African Americann/a
Asian97%
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 disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented97%
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 state95%

Biology/Life Sciences

All Students97%
Females97%
Males98%
African Americann/a
Asian96%
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)100%
Economically disadvantaged94%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented98%
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 state97%

Earth Science

All Students56%
Females51%
Males61%
African American23%
Asian64%
Filipino55%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disability33%
Students with no reported disability59%
English learner12%
Fluent-English proficient and English only61%
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 state57%

English Language Arts

All Students87%
Females89%
Males84%
African American64%
Asian90%
Filipino94%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged75%
Non-economically disadvantaged90%
Students with disability69%
Students with no reported disability87%
English learner29%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
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 state87%

General Mathematics (Grades 6 & 7 Standards)

All Students19%
Females19%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged24%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only17%
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 state19%

Geometry

All Students96%
Females92%
Males100%
African Americann/a
Asian96%
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)97%
Economically disadvantaged94%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 state96%

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 Students27%
Females39%
Males18%
African Americann/a
Asian17%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged21%
Non-economically disadvantaged33%
Students with disability27%
Students with no reported disability27%
English learner36%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

Algebra II

All Students77%
Females73%
Males79%
African Americann/a
Asian78%
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)84%
Economically disadvantaged72%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented88%
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 state76%

Biology/Life Sciences

All Students76%
Females73%
Males79%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged63%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
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 state76%

Chemistry

All Students92%
Females88%
Males95%
African Americann/a
Asian90%
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)100%
Economically disadvantaged100%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented96%
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 state92%

Earth Science

All Students36%
Females23%
Males44%
African Americann/a
Asian24%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged30%
Non-economically disadvantaged38%
Students with disability31%
Students with no reported disability38%
English learner11%
Fluent-English proficient and English only40%
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 state35%

English Language Arts

All Students75%
Females78%
Males72%
African Americann/a
Asian82%
Filipino72%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged61%
Non-economically disadvantaged78%
Students with disability43%
Students with no reported disability77%
English learner30%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
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 state75%

Geometry

All Students37%
Females36%
Males38%
African Americann/a
Asian48%
Filipino55%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged29%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
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 state37%

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

All Students95%
Females94%
Males96%
African Americann/a
Asian94%
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 disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
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 state95%

Science

All Students78%
Females77%
Males79%
African Americann/a
Asian85%
Filipino80%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged64%
Non-economically disadvantaged82%
Students with disability54%
Students with no reported disability80%
English learner24%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
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 state78%

World History

All Students67%
Females59%
Males73%
African Americann/a
Asian77%
Filipino73%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged51%
Non-economically disadvantaged71%
Students with disability45%
Students with no reported disability69%
English learner20%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented99%
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 state67%
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 Students19%
Females6%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged21%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only20%
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 state19%

Algebra II

All Students34%
Females33%
Males34%
African Americann/a
Asian49%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged12%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented33%
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 state34%

Biology/Life Sciences

All Students82%
Females80%
Males84%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged47%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
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 state82%

Chemistry

All Students64%
Females58%
Males70%
African Americann/a
Asian68%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged48%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented88%
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 state64%

Earth Science

All Students38%
Females32%
Males42%
African Americann/a
Asian19%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged43%
Non-economically disadvantaged35%
Students with disability33%
Students with no reported disability39%
English learner0%
Fluent-English proficient and English only46%
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 state38%

English Language Arts

All Students72%
Females74%
Males70%
African American46%
Asian81%
Filipino64%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged51%
Non-economically disadvantaged77%
Students with disability44%
Students with no reported disability73%
English learner13%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
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 state72%

Geometry

All Students28%
Females32%
Males26%
African Americann/a
Asian27%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged29%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only34%
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 state29%

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

All Students89%
Females86%
Males90%
African Americann/a
Asian91%
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)92%
Economically disadvantaged100%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented99%
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 state88%

Physics

All Students89%
Females85%
Males94%
African Americann/a
Asian89%
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 disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
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 state90%

U.S. History

All Students73%
Females72%
Males72%
African American25%
Asian83%
Filipino64%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged51%
Non-economically disadvantaged77%
Students with disability36%
Students with no reported disability75%
English learner18%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
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 state72%

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.

443 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
95%

2010

 
 
95%
Math

The state average for Math was 84% in 2013.

440 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
95%

2010

 
 
95%
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 Students94%
Females95%
Males94%
Gender Unknownn/a
African Americann/a
Asian96%
Filipino89%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state96%
Economically disadvantaged89%
Non-economically disadvantagedn/a
Economic Status Unknown95%
Students with disability75%
Tested with modificationsn/a
English learner68%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students95%
Females96%
Males94%
Gender Unknownn/a
African Americann/a
Asian99%
Filipino96%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state96%
Economically disadvantaged90%
Non-economically disadvantagedn/a
Economic Status Unknown96%
Students with disability67%
Tested with modificationsn/a
English learner84%
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 or Asian/Pacific Islander 45% 11%
White 31% 26%
Hispanic 15% 52%
Two or more races 5% 3%
Black 4% 6%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 19%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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4321 Walnut Avenue
Irvine, CA 92604
Website: Click here
Phone: (949) 936-7000

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