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Teacher quality
Principal leadership
Parent involvement
RECHS is such an incredibly amazing program. The staff is great! The reputation is misleading. We're coming back, watch out for these Falcons soaring with P.R.I.D.E.
—Submitted by a student
Someone needs to check the last names of our top 10 students, including our salutatorian and our valedictorian. Latino. In eighteen years of being in education, our principal is one of the finest I've had the pleasure to work for. Our administrative team cares, truly cares, about the welfare of every one of our students. Yesterday, I saw seniors earn their graduation, seniors whom everyone gave up on except the staff at Rubidoux. I've seen the teachers pour blood, sweat, and tears into the lives of other people's children. We care more for the students than some of their parents do. Rubidoux is often the only stable, loving, and encouraging environment that some of these kids have. Anyone who disparages this school has an axe to grind, probably brought on by bitterness with something else at its source than Rubidoux. All I can say is, congratulations class of 2011. You made all of us proud. Go, Falcons!
—Submitted by a teacher
I was a student at Rubidoux for only a year, sadly. This is a great school for those on their way to college. The RECHS (pronounced 'reaches') program allows students 16 years or older to take college courses concurrently with their normal high school classes. This allowed me to get a full year of college done... for free! The staff really cares about the students, and as someone who wrote a review earlier, those only students that are failing are doing so because of their own lack of initiative to ask the teachers about their grades and how they can achieve better. The only thing that isn't great about this school is its reputation, which is totally wrong anyway.
this school has a lot to offer with the RECHS program. it is an early college program where students that are 16 years of age get to take college classes while also taking their high school classes. this gives students a great head start in college while students get to practicipate in other activities such as fieldtrips. besdies the RECHS program the overall atmosphere in the school is calm, realaxed, and very school spirited. go RHS!!!
—Submitted by a student
This school has caring and dedicated staff. As for the principal , being in a leadership role leaves little to be desired.
—Submitted by a parent
i am currently a student at Rubiduox high School, and i think that this school is great. Sure we have a bad rep but none of it is true. I really enjoy the school spirit that we have, especially in the KGGI 99.1 vs. Staff we had in March. That was the best experience I've had so far. I really appreciate all the support I've received from teachers and they show that they really care about the students. b
—Submitted by a student
Rubidoux has been going through tough times. Moving campuses, then coming back as a new with practically nothing. I remember not having tennis equipment for my Tennis P.E. Class untill close to 2nd semester, but we are all trying to make it work. A lot of students and teachers are working together to make this school great. There are some many clubs and extra curricular activites. Many ROP classes on campus, and not to mention having RCC in OUR campus! We have quite a few AP classes and very good college prep classes like AVID and RECHES. The photograghy lab is one of the greatest in the Jurupa District. Rubidoux has a lot to offer, we just need time to shine.
—Submitted by a student
I am a graduate of Rubidoux High School and I felt it was a great school. The only thing I feel the school was lacking was student/ parent involvement.
loove the skool [[specially the teachers and classes]] people there are very friendly and fun to hang around =]]
—Submitted by a student
Rubidoux is an excellent school. I have to say some of the teachers I could do without but otherwise I am having an awsome experience as a high school student. As far as the students go, if they are failing it is their own fault for not paying attention or not addressing the teacher about their grade and what they can do to bring it up. Sports are going great, I see a lot of progress but we could do even better if we had some student and parent support =). All i have to say is, 'don't judge a book by its cover' Rubidoux has always been known as a 'ghetto' school because of its area but most people don't realize that we are doing a 7 period test and it works out great. We also have RCC currently at our campus which is giving students an oppertunity to succeed
—Submitted by a student
The kids are taught like robots. Critical thinking is not encouraged. Teachers are bored and boring. No extra-curricula activities that the kids really want only whats easy for administration.
—Submitted by a parent
Great school! people who say there is too many gang members that's not true because we haven't had that many problems with fights and violence as much as other schools we have only had a few.
—Submitted by a parent
I think this school is the greatest school and teaches people to work together and to work hard to earn things.
its a great school my children have been doing great since they attended this school
—Submitted by a parent
Safety-wise, the police come pretty quickly if they are ever needed. Parent involvement is certainly encouraged, but the school can only do so much. Extracurriculars are present, students just aren't involved to make them better. Like any school, some teachers are better than others. I happened to come out of honors and AP classes. The teachers did their part, but the students must also work to achieve anything. But the school has undeniably good, even great, teachers.
—Submitted by a student
I don't feel safe here because their to many gangmembers in Rubidoux High.
—Submitted by a student
I've been going to Rubidoux high for 3 years...now Patriot. And Rubidoux has been an awesome school. I do learn a lot, the teachers are great and overall its a great learning environment.
—Submitted by a student
ive only gone for one year, but i loved it no other school in the world can compete
—Submitted by a student
The Safety and Discipline was rated 4 out of 5? I attended this school about 3 years ago, and the learning environment was poor. The students were poorly motivated, and some of the new teachers were massively underexperienced. Take it from me, a former student. If you want your child to succeed, you'll want him in the proper learning environment. This is far from it.
—Submitted by a student
I used to go to rubidoux high school and I really loved it. All the teachers were great and if we the students are failing it is our own fault for not paying attention because teachers do their best for us to achieve.
—Submitted by cindy sandoval, a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
322 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
396 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
254 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
383 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
141 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.
385 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
411 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
349 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
108 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
365 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 31% |
| Females | 31% |
| Males | 31% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 15% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| All Students | 79% |
| Females | 82% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| 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 | 58% |
| Females | 48% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 12% |
| Males | 25% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 16% |
| Students with disability | 7% |
| Students with no reported disability | 21% |
| English learner | 8% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 40% |
| Females | 44% |
| Males | 37% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 8% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 21% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 46% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 59% |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 9% |
| Females | 9% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 8% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 50% |
| Females | 71% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 16% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 23% |
| Students with disability | 0% |
| Students with no reported disability | 24% |
| English learner | 2% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 43% |
| Females | 45% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 0% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | 0% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | n/a |
| Students with disability | 13% |
| Students with no reported disability | 24% |
| English learner | 14% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 9% |
| 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 | 41% |
| Females | 43% |
| Males | 38% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 10% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 35% |
| All Students | 9% |
| Females | 3% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 3% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 13% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 16% |
| 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 no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 36% |
| Males | 39% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 6% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 30% |
| All Students | 26% |
| Females | 20% |
| Males | 33% |
| African American | 43% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 37% |
| Students with disability | 3% |
| Students with no reported disability | 28% |
| English learner | 7% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | 32% |
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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 16% |
| Females | 15% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 0% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 25% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 14% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 22% |
| Students with disability | 0% |
| Students with no reported disability | 21% |
| English learner | 4% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 16% |
| Females | 11% |
| Males | 22% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 4% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 28% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 15% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 15% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 36% |
| 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 | 37% |
| Females | 43% |
| Males | 32% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 3% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 6% |
| Females | 2% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 0% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 24% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 41% |
| 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 | 41% |
| Females | 31% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 46% |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 25% |
| 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 | 39% |
| Females | 32% |
| Males | 47% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 50% |
| Students with disability | 11% |
| Students with no reported disability | 42% |
| English learner | 14% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 70% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
423 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
422 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 | 81% |
| Females | 84% |
| Males | 77% |
| African American | 80% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | 23% |
| Tested with modifications | n/a |
| English learner | 62% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 81% |
| Females | 81% |
| Males | 80% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | n/a |
| Students with disability | 31% |
| Tested with modifications | n/a |
| English learner | 60% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 82% | 49% | ||
| White | 10% | 28% | ||
| African American | 5% | 7% | ||
| Asian | 1% | 8% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 32% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 76% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 99% | 85% | ||
| Arabic | 0% | 1% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Tongan | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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4250 Opal Street
Jurupa Valley,
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