Advertisement

GreatSchools Rating

Irvine High School

Public | 9-12 | 1894 students

Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

15 reviews of this school


Sort by:
Show reviews by:
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 Tuck ;), 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, 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 MOE DERGHAM, 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 Mave Jacoby, 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 Phuong Vo, 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 2012.

This school's
API score

877

Change from
2011 to 2012

-3

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

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 2012

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
2011 to 2012

-3

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

10 / 10

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

7 / 10

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

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

256 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
59%

2010

 
 
63%

2009

 
 
57%
Algebra II

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

39 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
100%

2010

 
 
100%

2009

 
 
98%
Biology/Life Sciences

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

135 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
98%

2009

 
 
97%
Earth Science

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

282 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
62%

2010

 
 
57%

2009

 
 
58%
English Language Arts

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

420 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
83%

2010

 
 
82%

2009

 
 
81%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

122 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%

2009

 
 
96%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
5%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

85 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
34%

2010

 
 
25%

2009

 
 
23%
Algebra II

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

141 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
76%

2010

 
 
78%

2009

 
 
73%
Biology/Life Sciences

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

140 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
81%

2010

 
 
79%

2009

 
 
75%
Chemistry

The state average for Chemistry was 51% in 2012.

154 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
91%

2010

 
 
88%

2009

 
 
92%
Earth Science

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

129 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
41%

2010

 
 
29%

2009

 
 
39%
English Language Arts

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

418 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
75%

2010

 
 
75%

2009

 
 
73%
Geometry

The state average for Geometry was 17% in 2012.

144 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
45%

2010

 
 
55%

2009

 
 
43%
High School (Summative) Mathematics (Grade 9-11)

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

38 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%

2009

 
 
100%
Science

The state average for Science was 53% in 2012.

417 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
80%

2010

 
 
73%

2009

 
 
72%
World History

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

426 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
67%

2010

 
 
69%

2009

 
 
66%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

52 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
22%

2010

 
 
19%

2009

 
 
5%
Algebra II

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

183 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
32%

2010

 
 
24%

2009

 
 
22%
Biology/Life Sciences

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

117 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
83%

2010

 
 
72%

2009

 
 
63%
Chemistry

The state average for Chemistry was 34% in 2012.

180 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
55%

2010

 
 
55%

2009

 
 
51%
Earth Science

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

100 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
30%

2010

 
 
27%

2009

 
 
26%
English Language Arts

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

429 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
77%

2010

 
 
67%

2009

 
 
65%
Geometry

The state average for Geometry was 9% in 2012.

51 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
21%

2010

 
 
8%

2009

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

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

137 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
89%

2010

 
 
92%

2009

 
 
82%
Physics

The state average for Physics was 56% in 2012.

39 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
91%

2010

 
 
78%

2009

 
 
88%
U.S. History

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

438 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
72%

2010

 
 
66%

2009

 
 
69%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students60%
Females63%
Males58%
African Americann/a
Asian79%
Filipino64%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged37%
Non-economically disadvantaged69%
Students with disability50%
Students with no reported disability62%
English learner45%
Fluent-English proficient and English only62%
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 state61%

Algebra II

All Students94%
Females100%
Males92%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/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 Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 state100%

Earth Science

All Students59%
Females54%
Males65%
African American33%
Asian62%
Filipino77%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged41%
Non-economically disadvantaged67%
Students with disability28%
Students with no reported disability66%
English learner17%
Fluent-English proficient and English only65%
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 state60%

English Language Arts

All Students84%
Females88%
Males81%
African American33%
Asian90%
Filipino91%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged62%
Non-economically disadvantaged90%
Students with disability46%
Students with no reported disability87%
English learner32%
Fluent-English proficient and English only87%
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 state84%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students96%
Females93%
Males98%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged86%
Non-economically disadvantaged97%
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 1

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

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students31%
Females40%
Males24%
African Americann/a
Asian38%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged22%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability30%
English learner31%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school 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 state31%

Algebra II

All Students82%
Females83%
Males81%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented89%
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%

Biology/Life Sciences

All Students86%
Females91%
Males80%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged71%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
English learner64%
Fluent-English proficient and English only88%
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 state86%

Chemistry

All Students96%
Females95%
Males98%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
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%

Earth Science

All Students29%
Females17%
Males36%
African Americann/a
Asian18%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
White (not Hispanic)33%
Economically disadvantaged28%
Non-economically disadvantaged29%
Students with disability19%
Students with no reported disability31%
English learner3%
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 state29%

English Language Arts

All Students75%
Females78%
Males72%
African American50%
Asian83%
Filipino81%
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged61%
Non-economically disadvantaged77%
Students with disability45%
Students with no reported disability76%
English learner30%
Fluent-English proficient and English only79%
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 state75%

Geometry

All Students55%
Females54%
Males55%
African Americann/a
Asian65%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged37%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
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 state55%

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

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 state100%

Science

All Students78%
Females77%
Males79%
African American58%
Asian87%
Filipino69%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged65%
Non-economically disadvantaged81%
Students with disability65%
Students with no reported disability79%
English learner30%
Fluent-English proficient and English only83%
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 state78%

World History

All Students71%
Females69%
Males73%
African American31%
Asian83%
Filipino81%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged56%
Non-economically disadvantaged74%
Students with disability38%
Students with no reported disability73%
English learner35%
Fluent-English proficient and English only75%
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 state71%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students31%
Females35%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
White (not Hispanic)21%
Economically disadvantaged28%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only28%
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 state31%

Algebra II

All Students35%
Females26%
Males42%
African Americann/a
Asian43%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged27%
Non-economically disadvantaged36%
Students with disability83%
Students with no reported disability32%
English learner27%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented78%
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%

Biology/Life Sciences

All Students85%
Females81%
Males89%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged80%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
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 state85%

Chemistry

All Students62%
Females60%
Males63%
African Americann/a
Asian63%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged53%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented93%
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 state61%

Earth Science

All Students37%
Females34%
Males39%
African Americann/a
Asian39%
Filipinon/a
Hispanic or Latino25%
White (not Hispanic)49%
Economically disadvantaged26%
Non-economically disadvantaged42%
Students with disability38%
Students with no reported disability37%
English learner16%
Fluent-English proficient and English only42%
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%

English Language Arts

All Students73%
Females78%
Males70%
African American47%
Asian81%
Filipino69%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged54%
Non-economically disadvantaged77%
Students with disability59%
Students with no reported disability74%
English learner15%
Fluent-English proficient and English only78%
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 state74%

Geometry

All Students29%
Females23%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
White (not Hispanic)30%
Economically disadvantaged33%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only24%
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%
Females85%
Males93%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)86%
Economically disadvantaged82%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
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 state90%

Physics

All Students93%
Females82%
Males96%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)92%
Economically disadvantagedn/a
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 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 state92%

U.S. History

All Students69%
Females65%
Males71%
African American53%
Asian75%
Filipino50%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged53%
Non-economically disadvantaged72%
Students with disability49%
Students with no reported disability70%
English learner17%
Fluent-English proficient and English only72%
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 state68%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with 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 - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

429 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
95%

2010

 
 
95%

2009

 
 
94%
Math

The state average for Math was 84% in 2012.

427 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
95%

2010

 
 
95%

2009

 
 
97%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students93%
Females94%
Males92%
African American85%
Asian97%
Filipino100%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state80%
Economically disadvantaged88%
Non-economically disadvantagedn/a
Economic Status Unknown94%
Students with disability67%
Tested with modificationsn/a
English learner63%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students95%
Females94%
Males96%
African American69%
Asian98%
Filipino100%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state81%
Economically disadvantaged90%
Non-economically disadvantagedn/a
Economic Status Unknown96%
Students with disability74%
Tested with modificationsn/a
English learner80%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Asian 40% 8%
White 38% 28%
Hispanic or Latino 11% 49%
African American 3% 7%
Filipino 3% 3%
Multiple or No Response 3% 3%
American Indian or Alaska Native 1% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 18%N/A24%
Students eligible for free or reduced-price lunch program 27%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Korean 27% 1%
Mandarin (Putonghua) 18% 1%
Spanish 14% 85%
Farsi (Persian) 8% 0%
Japanese 7% 0%
Arabic 4% 1%
Vietnamese 4% 2%
All other non-English languages 2% 1%
Filipino (Pilipino or Tagalog) 2% 1%
Pashto 2% 0%
Urdu 2% 0%
Cantonese 1% 2%
Cebuano (Visayan) 1% 0%
French 1% 0%
German 1% 0%
Hebrew 1% 0%
Indonesian 1% 0%
Italian 1% 0%
Polish 1% 0%
Rumanian 1% 0%
Russian 1% 0%
Thai 1% 0%
Toishanese 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 27N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 16N/A11
Average years teaching 19N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 1%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT