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GreatSchools Rating

University High School

Public | 9-12

 
 

Living in Irvine

Situated in a suburban neighborhood. The median home value is $426,500. The average monthly rent for a 2 bedroom apartment is $2,210.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 6 ratings
2012:
Based on 6 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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66 reviews of this school


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Posted June 27, 2014

I completely agree with both previous posts. We moved from out of state and were told that my student couldn't get into the AP classes because this school was very hard. Even though came with an A+ in Honors English was not allowed to get into AP English. Teachers were not helpful most of the time, with some exceptions of course. The environment is very far from welcoming. It is fake like everything in the area. In general the experience has been bad, I hope to get a better environment for my other child.
—Submitted by a parent


Posted February 20, 2014

I completely agree with previous parent. This has been disappointing. Staff have a saying they use over and over...Your child may be getting b's because this school is difficult. Wrong! Many students have tutoring outside of school and take courses to review the next year curriculum. The teachers donot need to teach the students but merely give assignments because a large majority of students do not participate in class because they go to private tutoring to actually learn the material. This also make for very talkative class rooms. There is a discrimination of white students. Look into any Honors or AP classes and you will find 1 or 2 white students. Which doesn't fit the fact that there are 25% white students at the school. If you are not asian, and you are in these classes there is question that you belong there.
—Submitted by a parent


Posted December 9, 2013

We are one of those families that moved from out of state and chose our home because it was in the UNI district. That was an enormous mistake. I had two children go through this school and can honestly say it has been a terrible experience for both. The majority of the teachers could care less about the students, some answering cell phones during class or not in their classroom during office hours. The administration is not much better always assuming the students are wrong, not the teachers. The counselors are even worse because they pretend to care but have so many students, they can't even begin to know one from the other. My first child, accepted to an elite college, tells me not one semester of college comes close to how hard UNI was. My second used to be an enthusiastic learner, a straight A student until UNI. Averaging 4 hours sleep in order to get B's in high school is just not right. The kids that get A's are, and I hate to say it, Asian. They take summer prep classes in the AP subjects so when they take the class at UNI they can get an A. This is what the teachers teach to. So unless your child takes a prep class, they can forget about doing well in the AP classes.
—Submitted by a parent


Posted September 26, 2013

University High School in Irvine is truly a great school, which offers high academic and sports standards to all of its students. The faculty is wonderful, and they not only teach our children. They make them think and prepare for the future.
—Submitted by a parent


Posted August 31, 2013

This is an awesome school and i really love it, the teachers are awesome and it is very competitive, just as i like it
—Submitted by a student


Posted May 1, 2013

Honestly, I don't find UNI that terrible. I agree, this school is based on high grades and test scores and only teach toward students who are AP and intelligent students. But that doesn't mean they ignore the rest who are struggling. We have office hours where students can come in to talk to teachers. We have tutoring after school. It's up to the students and how they perform at their own level. If it's hard, then take the extra time at home to study or even talk to the teacher about the problems of trying to catch up the academically driven classes. I'm not smart and I am graduating with a 3.35 GPA and going to a state college but all of my friends and other students who are attending UCs and even IV Leagues do not look down on me nor any other person because we're all happy we're going somewhere in the end. UNI is a great place because it prepares us so well for college. I wouldn't want to change high schools. There isn't any trouble with bullying and we're accepting of other races. We get along well with anyone at high school and I like that about UNI.
—Submitted by a student


Posted January 20, 2013

This school monitors this site, and does not like receiving low scores. 99% of the teachers here need to be replaced or required to attend tolerance and communication training. Mainstream teachers will do whatever they can to not deal with your child. Please don't send your child here, it will benefit them in their life. What child needs to constantly be bullied by teachers and deal with racism coming from authority figures?
—Submitted by a parent


Posted January 2, 2013

This is one of the best high schools in the nation at preparing young adults for competition in the real world. Sorry, once you graduate from college, no one is going to coddle you. If the competition is tough, it is because everyone here is doing their best. I'm sorry some people feel that not enough students are slacking or messing around so the grade curves go down. The negative comments on this board about this school reflect what is wrong with America. The world and the business world is competitive and you will feel pressure. There's no need to apologize for success.
—Submitted by a student


Posted August 11, 2012

No one high school is perfect. It may be good to someone and bad to others. It is the parent job to find a high school for your children to learn. If you think this school is too tough, you can choose a mild school to give your children more time to grow and build the confident.
—Submitted by a parent


Posted June 26, 2012

I'm a parent of a student who just graduated last week after 4 incredible years at Uni. I truly cannot comprehend some of the most recent negative posts about Uni. This school provides whatever you want in terms of education AND extracurricular activities. Sure, Uni offers some of the most challenging AP classes to prepare students who aspire to attend the best college they can...BUT, many of my son's friends are not in that category and have greatly enjoyed taking "regular" classes, playing sports, etc. Yes, many of his friends are in the 3.8 to 4.2 GPA range, him included...but, these are normal, everyday kids who play sports, work part time, play video games, etc. They are good kids who we've known since moving to the area 9 or 10 years ago. Any school is what you make of it. Some of my son's friends are headed to local community colleges, some to UCs and a few are headed to the top colleges in the nation...yet they all hang out together and support each other. Not sure how anyone can say Uni is "failing" it's students. High school is about getting prepared for the "real world." Uni gets a perfect score in my book for that!
—Submitted by a parent


Posted June 25, 2012

The school needs to wake up and realize that not everyone aspires to be a doctor or lawyer, or dreams of going to an Ivy league school or a UC. While the majority of teachers I had at Uni were great, fun people, some teachers were either mind-numbingly incompetent or pompous tools. Even many students were so smug that they'd look down their noses at those who didn't receive a 4.8 GPA. High School is supposed to help one prepare for college, not be much a hundred times harder than it. There is too much pressure on students to be the next Albert Einstein that they turn into mindless drones with no social skills or the ability to expand his or her creativity. I understand hard work and getting good grades is essential to being successful in school, but seriously, LIGHTEN UP. And to any current students reading my post: THERE IS NO SHAME IN GOING TO A COMMUNITY COLLEGE. Most college kids have no idea what they want to major in, and even when they think they do, most end up changing it. CC is the best place to experiment with what you like.
—Submitted by a student


Posted February 28, 2012

I moved so my child could go to this school. I am concerned that these last reviews might have some truth to them.I am worried that this school is only focusing on scores and academics.There was a fight last week with two girls,where one was punched in the mouth where she was bleeding.There needs to be some kind of assembly and community meeting about bullying in our schools in light of the tragic events in Ohio and the tragic homicide in Long Beach.This school needs to be more involved in it's students overall mental and emotional health rather then just academics.It seems that when I called and spoke to someone that my child had witnessed this they already had enough info and the person involved was not bleeding that bad? REALLY???(the person actually said this to me) I think this needs to be addressed and people are afraid of speaking up.
—Submitted by a parent


Posted January 12, 2012

I just read two more reviews submitted by students regarding University High School. I hope the staff at University HS, and IUSD School District hears the "voices" of the students. The school is failing its students. Education is more than standardized tests scores. It's job is to teach students to learn, and to acquire knowledge and to build on each student's talents, and abilities. Academics are important, but more importantly is to build self esteem, and hope, and recognition that each student has a God given talent and a right to succeed. No two students are alike, they do no look act or think alike which is why many do not excell in this environment that expects them to learn alike. Remember the quote of Steve Jobs, "Life can be much broader once you discover one simple fact, that everything around you that you call life was made up by people NO SMARTER THAN YOU... the minute you understand that, you can poke life; you can change it, you can mold it, enbrace it, make your mark upon it. Once you learn that you will never be the same again.
—Submitted by a parent


Posted January 9, 2012

This school never inspires students. It puts them down and doesn't care. There is never any positive reinforcement. They are arrogant because of their rating, which they don't deserve.
—Submitted by a student


Posted December 12, 2011

University High School is not good at all. I feel so sorry for kids whose parents MOVE JUST FOR THEM TO ATTEND UNI. That honestly makes me so sick. Some parents just need to chill out and let their kids decide whether or not they want to have a life. And let me tell you, attending UNI means you will not have a life. The academics here are 10X harder than other schools... and for what reason? Why devote YOUR PRECIOUS TEENAGE LIFE to trying so hard at UNI when you can do well at any other high school and be fine? Most students here do not question these things... I just moved here to Irvine from Texas, and now after attending a semester here at UNI, I feel like my high school experience is being wasted on this dumb school. I put forth a considerable amount of effort for this school, yet no matter how hard I try, there will be those 300+ other students who have devoted their entire life to academics here and are instantly better than me. I'm so fed up with this place, I have decided to leave. I don't even care anymore... if you people think this is how school is supposed to be, I feel really sorry for you. Have fun, people of Irvine.
—Submitted by a student


Posted December 3, 2011

IUSD has a serious problem with interpreting IDEA and ADA laws. This school is the crown jewel. I have followed several families with kids on the specail needs list. I have sat in meetings and read emails from staff. It is shameful and sad. Without a lawyer, bottle of strong asprin and inside knowledge your child does not have a sporting chance here or anywhere in IUSD. I was horrified to discover my Tustin home was in this district. My sincere sympathies to the unfortunate families that have to deal with Uni staff.
—Submitted by a parent


Posted December 2, 2011

We moved to Irvine because of University High School. We are not Asian. Three of my five kids have graduated from there and all got into fantastic colleges (Ivy League, UC, other top 25 colleges). In high school they worked very hard and were surrounded by kids who challenged them to be their very best academically. After middle school some of their friends choose not to attend the school and went to Caucasian majority private schools or went to Woodbridge. College Counselors know the Uni rep. I have seen the reverse in terms of a so-called bias toward Asians, rather, numerous times over the years I have witnessed Uni teachers and counselors resist typical Asian parent behavior. My kids have various academic abilities, and at least three have learning disorders of various degrees, but they all have done very well at the school, due in part to the culture of academic excellence and the expectation of their parents that they compete to the very best of their ability.
—Submitted by a parent


Posted July 22, 2011

University High School is definitely a polar figure. Either you love it, or hate it. I personally could not imagine being any place else. To start off, the courses at this school will be some of the most difficult classes that you will take. Not because of the teachers, because most of them really are great, but because of the work load that will keep you up all night. But the knowledge that you will gain is so rewarding, and there is SO much of it. The only thing that I would change is the difficulty to change from a CP class to an honors. Although I had THE highest grade in my CP English class, I was refused ability to go into honors next year, because my grade was 2% off the cutoff point. How ridiculous is that? Now that I think about it, I shouldn't have said ONLY earlier. I also highly dislike the sense of competition. At UNI, a mediocre GPA is 3.7. MEDIOCRE. This causes SO MANY students to enroll in AP classes that he or she may not even enjoy, just for a GPA boost. AP classes should be to learn more about a subject that you love, not just a college app filler. Well, that's my input. I honestly DO love UNI wholeheartedly. The people you meet are friends for life. Go Trojans!
—Submitted by a student


Posted July 22, 2011

THIS SCHOOL IS TERRIBLE. NOT BALANCED ONLY CARE ABOUT ONE THING ACADEMICS. ACADEMICS IS IMPORTANT BUT WELLBEING/ GOOD HEALTH/ EXCERCISE IS A PART OF LIVING A HEALTHY LIVE STYLE LEADING TO LONG, HAPPY ENJOYABLE LIFE. HIGH SCHOOL SHOULD BE A FUN TIME! YOU ARE ONLY YOUNG ONCE. I HAVE NEVER FELT SO DEPRESSED, OUT OF SHAPE, ANGRY IN MY LIFE. UNI WAS A COMPLETE OF 4 YEARS. I JUST DID IT BECAUSE MY DAD MADE ME. MATER DEI AND CDM ARE THE BEST AT OFFERING WHOLE PICTURE AND ARE WELL BALANCED BETWEEN THE TWO.


Posted June 14, 2011

Ok so I have a 4.1 GPA at Uni and I'm still considered stupid. There's just an incredible amount of pressure and most of the students there are extremely nasty and snobbish. Also, the school is over 50% Asian, and they dominate the school completely, being obviously preferred by the faculty and other students. If you want to have any fun at all in high school and still get into a top college, your best bet is going to Woodbridge.
—Submitted by a student


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

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

913

Change from
2012 to 2013

+5

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

913

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

+5

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.

212 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
52%

2011

 
 
52%

2010

 
 
52%
Algebra II

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

105 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
99%

2010

 
 
99%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

582 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
85%

2010

 
 
86%
General Mathematics (Grades 6 & 7 Standards)

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

46 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

209 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
96%

2010

 
 
95%
Integrated/Coordinated Science I

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

588 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
77%

2011

 
 
78%

2010

 
 
82%
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.

559 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%

2011

 
 
81%

2010

 
 
80%
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.

88 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
20%

2011

 
 
28%

2010

 
 
22%
Algebra II

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

259 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
83%

2011

 
 
82%

2010

 
 
83%
Biology/Life Sciences

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

512 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
80%

2011

 
 
88%

2010

 
 
79%
Chemistry

The state average for Chemistry was 46% in 2013.

84 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%

2011

 
 
95%

2010

 
 
93%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

611 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
79%

2011

 
 
81%

2010

 
 
76%
Geometry

The state average for Geometry was 15% in 2013.

144 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
51%

2011

 
 
61%

2010

 
 
53%
High School (Summative) Mathematics (Grade 9-11)

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

118 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%
Science

The state average for Science was 54% in 2013.

615 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
86%

2010

 
 
83%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
6%
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.

34 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
30%

2011

 
 
17%

2010

 
 
14%
Algebra II

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

130 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
37%

2011

 
 
30%

2010

 
 
31%
Biology/Life Sciences

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

231 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
71%

2011

 
 
64%

2010

 
 
70%
Chemistry

The state average for Chemistry was 32% in 2013.

291 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%

2011

 
 
76%

2010

 
 
82%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

556 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
76%

2011

 
 
71%

2010

 
 
73%
Geometry

The state average for Geometry was 8% in 2013.

57 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
20%

2011

 
 
15%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

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

335 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
86%

2010

 
 
88%
Physics

The state average for Physics was 58% in 2013.

17 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
95%

2011

 
 
75%

2010

 
 
78%
U.S. History

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

557 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
73%

2010

 
 
73%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
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 Students72%
Females78%
Males68%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged68%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability74%
English learner75%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented71%
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 state73%

Algebra II

All Students97%
Females98%
Males97%
African Americann/a
Asian98%
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)95%
Economically disadvantagedn/a
Non-economically disadvantaged97%
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%

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students86%
Females90%
Males82%
African Americann/a
Asian87%
Filipino82%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged74%
Non-economically disadvantaged88%
Students with disability55%
Students with no reported disability87%
English learner21%
Fluent-English proficient and English only94%
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%

General Mathematics (Grades 6 & 7 Standards)

All Students39%
Females50%
Males33%
African Americann/a
Asiann/a
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)50%
Economically disadvantaged29%
Non-economically disadvantaged44%
Students with disability36%
Students with no reported disability40%
English learner31%
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 state39%

Geometry

All Students95%
Females94%
Males97%
African Americann/a
Asian95%
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)95%
Economically disadvantaged88%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learner100%
Fluent-English proficient and English only95%
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 Students76%
Females77%
Males76%
African Americann/a
Asian83%
Filipino65%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged56%
Non-economically disadvantaged80%
Students with disability36%
Students with no reported disability78%
English learner22%
Fluent-English proficient and English only83%
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 state76%

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 Students81%
Females80%
Males82%
African Americann/a
Asian90%
Filipino63%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged58%
Non-economically disadvantaged85%
Students with disability41%
Students with no reported disability83%
English learner41%
Fluent-English proficient and English only84%
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 state81%
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 Students32%
Females26%
Males36%
African Americann/a
Asian48%
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)31%
Economically disadvantaged18%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability35%
English learner25%
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 state32%

Algebra II

All Students76%
Females76%
Males77%
African Americann/a
Asian83%
Filipino91%
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)70%
Economically disadvantaged67%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability76%
English learner94%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented82%
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 Students81%
Females79%
Males83%
African Americann/a
Asian89%
Filipino82%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged64%
Non-economically disadvantaged83%
Students with disability40%
Students with no reported disability83%
English learner31%
Fluent-English proficient and English only86%
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 state82%

Chemistry

All Students92%
Females88%
Males95%
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)86%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
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%

Earth Science

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

English Language Arts

All Students81%
Females81%
Males80%
African Americann/a
Asian86%
Filipino88%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged60%
Non-economically disadvantaged83%
Students with disability36%
Students with no reported disability82%
English learner22%
Fluent-English proficient and English only87%
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 state81%

Geometry

All Students56%
Females46%
Males69%
African Americann/a
Asian51%
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)59%
Economically disadvantaged33%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability55%
English learner33%
Fluent-English proficient and English only58%
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 state56%

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

All Students97%
Females98%
Males96%
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)94%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
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 state97%

Science

All Students86%
Females84%
Males89%
African Americann/a
Asian91%
Filipino94%
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged62%
Non-economically disadvantaged89%
Students with disability60%
Students with no reported disability88%
English learner33%
Fluent-English proficient and English only93%
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 state87%

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 Students36%
Females50%
Males22%
African Americann/a
Asian67%
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)15%
Economically disadvantaged27%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability46%
English learner59%
Fluent-English proficient and English only12%
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 state34%

Algebra II

All Students41%
Females33%
Males49%
African Americann/a
Asian47%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged29%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability42%
English learner71%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented55%
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 state40%

Biology/Life Sciences

All Students64%
Females65%
Males61%
African Americann/a
Asian83%
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)48%
Economically disadvantaged24%
Non-economically disadvantaged70%
Students with disability7%
Students with no reported disability67%
English learner29%
Fluent-English proficient and English only68%
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 state64%

Chemistry

All Students86%
Females82%
Males88%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged59%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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 state85%

Earth Science

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

English Language Arts

All Students74%
Females76%
Males72%
African American62%
Asian80%
Filipino75%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged48%
Non-economically disadvantaged79%
Students with disability12%
Students with no reported disability76%
English learner20%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented95%
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 Students7%
Females3%
Males12%
African Americann/a
Asian8%
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged0%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability8%
English learner20%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school 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 state6%

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

All Students83%
Females84%
Males81%
African Americann/a
Asian85%
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)77%
Economically disadvantaged67%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented92%
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%

Physics

All Students77%
Femalesn/a
Males91%
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 disadvantaged75%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only87%
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 state76%

U.S. History

All Students75%
Females74%
Males76%
African American77%
Asian77%
Filipino83%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged57%
Non-economically disadvantaged78%
Students with disability17%
Students with no reported disability77%
English learner29%
Fluent-English proficient and English only80%
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 state76%

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.

624 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
95%

2010

 
 
97%
Math

The state average for Math was 84% in 2013.

621 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%
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 Students95%
Females94%
Males95%
Gender Unknownn/a
African Americann/a
Asian95%
Filipino100%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state76%
Economically disadvantaged83%
Non-economically disadvantagedn/a
Economic Status Unknown96%
Students with disability93%
Tested with modificationsn/a
English learner57%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females99%
Males99%
Gender Unknownn/a
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state96%
Economically disadvantaged98%
Non-economically disadvantagedn/a
Economic Status Unknown99%
Students with disability75%
Tested with modificationsn/a
English learner98%
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 50% 11%
White 38% 26%
Hispanic 7% 52%
Black 2% 6%
Two or more races 2% 3%
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 12%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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4771 Campus Drive
Irvine, CA 92612
Website: Click here
Phone: (949) 936-7600

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