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Teacher quality
Principal leadership
Parent involvement
The Murrieta High School Academy is an excellent place to work. The students are motivated, the staff is collaborative and caring, and the parents are involved. I have found the academic output to exceed that of a traditional public school.
—Submitted by a teacher
The school my 2 children attend in JCS Murrieta High School Academy..FANTASTIC, FABULOUS,CARING TEACHERS & STAFF. THE BEST TEACHING AND TUTORING EVER!!!!! TEACHERS ALWAYS AVAILABLE!!! THE DIRECTOR CAROL NEVER LETS ANY OF HER KIDS FAIL!!!! I RECOMMEND THIS ACADEMY 100%..I LOVE EVERYONE AT THIS SCHOOL!!!!!!!!!!!!!!!!!!!!!! THANK YOU FOR TEACHING MY 2 KIDS ......
—Submitted by a parent
I love the focus that JCS puts on individual students and their needs. I have taught at schools in 6 different states, and JCS is by far my unqualified favorite. I've worked with home school families and as an instructor at JCS academies. Currently I'm at the Murrieta High School Academy. I love the small class sizes in the academy (20-25 students, compared to the 35-42 in my last school). I love the parental involvement and support in the academy--so crucial to student success. I love that I can actually teach the lesson that I've planned without getting derailed by discipline issues--students come to school to learn, and they support one another in their learning. And I love the administrative support--positive and encouraging, and always looking for ways to improve something that is already great!
—Submitted by a teacher
The JCS high school academies are like a private school education at public school prices--one of the best-kept secrets around.
—Submitted by a parent
The Murrieta High School Academy is full of wonderful, dedicated students and a caring and supportive staff! The kids enjoy an active student life with dances, harvest festival where they pie their teachers, movie nights and more. The instruction is engaging and personalized, and no student ever "falls through the cracks."
—Submitted by a teacher
Julian Charter School's Home school program is exactly what I was looking for. They have a huge resource center with everything I needed for my kids to learn at home. For Free! Plus my Educational Facilitator supported me 100%, she was always available whenever I needed help or had questions. My kids also received tutoring for Free! Homeschooling with Julian Charter has been a blessing to my family. I love having the flexibility in pacing of curriculum and in our schedule.
—Submitted by a parent
My daughter attended JCS the online program and we were never able to get our classes on time and halfway through the school-year we got them and they counted her late on all assignments. I have pulled her from JCS
—Submitted by a parent
My daughter attended this school Julian Carter Innovations Encinitas)for Kindergarden and we had a good experience. SADLY as she was going into her next grade we found out that the building in which the school rented its space from has a Cell Towers, it is hidden in the churches tower and there are 4 smaller ones in the parking lot. The school has known about this risk for a whole year that our kids have sat underneath the sight. I did my research and found not only were other countries extremely worried about the health risks of such towers that one particular country was taking them down and away from their schools and neighborhoods. I approached the school hoping they would take care of our kids and move saying is it better to be safe than sorry. They pushed my concerns under the rug and went on to tell the parents there are not health concerns! They even felt i was causing a toxic environment, im confused, i thought the Cell Phone Tower sitting right over our kids heads was the toxic environment!!! I pulled my daughter from this school, i am going to be safe rather than sorry!!!
—Submitted by a parent
I have had a daughter in the Julian Charter 1 day program in Encinitas for 2.5 years. The first year and a bit were fine. I didn't expect much when it came to learning since we had 4 days of homeschool where the really learning was to happen. Since Friday was an elective day, I really just wanted fun and group activities. After a bullying incident this changed drastically and not only was my daughter incredibly unhappy with the environment, many other kids stopped going until everything calmed day. A lot of similar programs have a zero tolerance rule when it comes to bullying and on an elective day that really should be the case. In this situation the girl was allowed to continue to attend despite the fact that the majority of the families had an issue with her behavior. I believe the school should have taken a stronger stand on the issue and the fact that nothing was really done is the main reason we have elected to change programs. Other than that, the school is okay - a little old, but a safe environment. The teachers are kind though I wish they were more strict when it came to the issue we had. It does seem to attract younger children and a lot of the older seem to leave.
—Submitted by a parent
I have two boys, in grades 5 and 7 with Julian Charter School's Phoenix Learning Center program. I couldn't be happier with their education. I count myself lucky that they have amazing teachers and are getting a well-rounded education. Phoenix doesn't teach to the test, and my kids are taught lifelong problem-solving skills. The study and organization habits they learn, I didn't learn until high school and that was in honors classes. All of the teachers are so dedicated. I'm so glad to have this option.
—Submitted by a parent
We have been a part of the Innovation Center Encinitas School k-8 program since it started. We went through some serious growing pains but we are doing so great now. The teachers are remarkable and the kids are so loving. It is a special environment that must be seen.
—Submitted by a parent
Julian Charter School Murrieta High School Academy is where everyone goes if they somehow didn't make it in Public School, or if their parents and/or them are very Religious. We're a school of oddballs, and we love it. If you think you're weird - come here. Everyone else is going to be just as weird as you are, if not more so. Yeah, we have some not good weird people - druggies and a couple of those people that never EVER take a shower, but we don't shun them. We may not seek them out to talk to them, but we accept them, and they (if they try) will find people that will eventually become their friends.JCS also offers tutoring hours every Thursday for ALL classes. My teacher once said something - if you come to tutoring, he can raise your grade at least one grade level. To everyone I've talked to (I can't get a ride on Thursdays to attend tutoring, alas), that is true. One of my friends actually raised two grade levels. The fact that this is possible is amazing. Anyway, I hope this was helpful! Sorry it's so long.
Innovation Center Encinitas is a horrible environment. The school is located in a big gym with no seperation of classrooms. The Noise level is terrible and the kids can't concentrate. The director has high goals but fails to live up to them. There is something very unhealthy going on as she talks bad about teachers and student. If you inform her of a problem, she blames your kid. The teachers seem miserable and dooped.
—Submitted by a parent
My daughter has been attending JCS's Innovation Centre in Temecula since 1st grade and we are very happy with the school, academics, leadership, policies, safety, small class size etc. The only thing lacking is an outdoor space for playing. P.E. is every day (indoors) as of this year which I really like. The number one thing I like about this school is the focus on Individual Learning styles. The teachers have the ability to work with the students at their level and homework, centers, etc. are assigned for the individual learner's level. My child has excelled from day one and has never complained of being bored or unchallenged.
—Submitted by a parent
Julian Charter Schools has many different learning centers. My children attend the Phoenix Learning Center in Encinitas. They attend school Mon. - Thurs. Friday is a home school day. We are very happy with the curriculum and staff. The teachers are all hand-picked. Most have extensive GATE training. We expect our kids to continue all the wat from K-6 at this school.
—Submitted by a parent
Not a 'whole child' centered school. Not enough emphasis on art and science. Not a school for kinesthetic learners. Much needed tact and grace when it came to parent-teacher conferences. 'Most students are memorizing their addition facts by this time of the year'.....not something a parent of a kindergartner wishes to hear. And, in general a lot of comparisons between other students work. But, what I do like about the Innovation Center in Temecula is that the standards were addressed and I feel my child will be prepared academically for a new school.
—Submitted by a parent
I am not too happy with the instruction. I was disappointed to hear that only two of the teachers were trained by Dr. Sandra Kaplan. The amount of homework is crazy. I am checking out The Academy Learning Center, where all the teachers were trained by Dr. Kaplan.
—Submitted by a parent
My daughter has been with Julian Charter School for 3 years. She has improved a lot. She has special needs, and all the teachers have been very helpful. She is 9th grade now and has been signed up JCS Online which keeps track of her progress.
—Submitted by a parent
JCS has been the best ever choice for our son. Their staff is friendly and always ready to help. With a school this wonderful, who is always looking out for their students I know my son will receive the best education possible!
—Submitted by a parent
I have been really, really happy with the education that my son is getting. This year I am 'home schooling' him in a couple of classes, and then sending him to the 'Learning Center' for a couple of his other classes. The Learning Center is sort of taught like a college. The classes are just a few days a week-- like his Monday/Wednesday is math and his Tuesday/Thursday is science and LA. His test scores have actually improved a lot (Advanced, now), and the kids that he is hanging around are a lot better. The classes at the LC are a lot smaller (like 15 kids for High School...crazy!) So, the get more attention from their teachers. Anyway, I have been happy. They have a lot of resources, and a helpful staff.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
140 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
141 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
138 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
172 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
172 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 52% |
| Females | 56% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 47% |
| All Students | 61% |
| Females | 57% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 40% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 47% |
| Females | 43% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 8% |
| All Students | 63% |
| Females | 58% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 42% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 75% |
| Females | 75% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 62% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 80% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 58% |
| All Students | 53% |
| Females | 53% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 33% |
| All Students | 71% |
| Females | 67% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 58% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 73% |
| Females | 72% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 75% |
| Students with disability | 45% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 71% |
| All Students | 50% |
| Females | 40% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 50% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 92% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with no reported disability | 92% |
| Fluent-English proficient and English only | 92% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 85% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 71% |
| All Students | 54% |
| Females | 52% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 43% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 61% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 76% |
| Males | 63% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 83% |
| All Students | 42% |
| Females | 48% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 54% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 59% |
| Males | 53% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 65% |
| All Students | 65% |
| Females | 73% |
| Males | 57% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 74% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 32% |
| Females | 33% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 44% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 46% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 63% |
| Females | 67% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 57% |
| All Students | 20% |
| Females | 18% |
| Males | 24% |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 26% |
| Students with disability | 0% |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 67% |
| Females | 59% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 38% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 11% |
| Females | 11% |
| Males | 11% |
| African American | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 17% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 35% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 48% |
| Students with disability | 17% |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | 23% |
| All Students | 39% |
| Females | 42% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 25% |
| Males | 83% |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 71% |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 52% |
| Males | 44% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 34% |
| All Students | 14% |
| Females | 16% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 42% |
| Males | 50% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 53% |
| Students with disability | 36% |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 50% |
| All Students | 38% |
| Females | 28% |
| Males | 51% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 42% |
| Students with disability | 7% |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 30% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | 11% |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 14% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 17% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 25% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 55% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 57% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 55% |
| Students with disability | 9% |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 40% |
| All Students | 14% |
| Females | 17% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 42% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 45% |
| Students with disability | 9% |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 19% |
| All Students | 23% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
195 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
200 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 82% |
| Females | 84% |
| Males | 79% |
| African American | 82% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 84% |
| Declined to state | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 86% |
| Economic Status Unknown | n/a |
| Students with disability | 38% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| All Students | 74% |
| Females | 71% |
| Males | 78% |
| African American | 73% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Declined to state | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 83% |
| Economic Status Unknown | n/a |
| Students with disability | 40% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 69% | 27% | ||
| Hispanic | 19% | 51% | ||
| Asian | 4% | 11% | ||
| Black | 4% | 7% | ||
| American Indian/Alaska Native | 2% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners | 0% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Transportation provided for students by the school / district |
|
Tips for understanding school culture
| Parent involvement |
|
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
1704 Cape Horn
Julian,
CA 92036
Website: Click here
Phone: (760) 765-3847
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