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GreatSchools Rating

Anderson W. Clark Magnet High School

Public | 9-12 | 1130 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
No new ratings

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15 reviews of this school


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Posted October 27, 2013

I have a brother who goes to this school and I graduated from here two years ago and I can tell you that this school is terrible. I hated this school so much that I try to find as many as excuses to not to school that day. Not all the teachers were bad, during my 4 years I had two good teachers and the rest were absolutely terrible. Right now I'm enrolled in USC and Clark did nothing to get me here. I had to go to a community college and work my butt off to get here. If you are a parent and reading this just know that you are better off if you don't send your son/daughter here. Send your children to an actual high school where they can have a real high school experience.
—Submitted by a student


Posted July 7, 2013

When I was in 8th grade and got accepted into Clark I was very excited because they showed us a high tech computer lab with awesome computers but when I got there it wasn't anything like they showed us. It is a technology school but the technology was outdated and they were down or not working 50% of the time. There is only a few good teachers. The rest are very strict. Even though I only 2 bad grades the whole year(a B- and a B) everyday I was pressured by the teachers. I can say that I would have been more healthy, mentally and physically, if I hadn't attended Clark. Every day I woke up I felt like I couldn't take another day of this but at the end of the day I had sports at GHS and that was the only thing I had to look forward to.


Posted April 2, 2012

It was alright. Clean, some teachers are good, others not, just like every other HS. Most of the discipline they tear themselves apart to instill doesn't ever matter in college or anywhere else you aren't getting paid to work. I had a good four years but that's mainly because I was comparing it to the horrible middle school I went to. It's alright. That's really it. Sometimes it may feel like you didn't have a real High School experience.


Posted February 18, 2010

Best school ever! teachers really care about the students, and really want to help them succeed! i'm very glad i got accepted here!
—Submitted by a student


Posted February 9, 2010

Your teenager is far better off attending a regular school like all the rest of his peers, and being given the opportunity to explore what he or she finds interest in. Don't send your kid to Clark if he or she wants to take a music class, or have easy access to sports, or a proper social environment, or school activities, or inspiration. It's a stale place, free of stimulation for students. It doesn't even have a very robust curriculum for science and technology, at least, if your child is interested. Not even its academic performance - the basis for much of its rep and crowing - is so substantially above the rest. Its SAT scores are an insignificant 88 points above Hoover and 95 above GHS. I just don't see anything other than wasted opportunity at Clark, and I don't think its benefits outweigh its deficiencies at all.
—Submitted by a student


Posted January 8, 2010

Excellent school, but the 1 and a half hour classes are too extreme and leads to students sleeping in class. Another problem is that most colleges and universities don't consider Clark as a tough school academically, but indeed it is. That is very sad because the students work their butts off, but don't get the right kind of recognition.
—Submitted by a parent


Posted August 20, 2008

Clark is a great school academically, but there is nothing besides that. You are basically limited in your school participation to lunch assemblies and the occassion assembly during enrichment. If you're an athlete you're almost worst off. Clubs are practically off limits and you don't get as involved in the school as you wish. Other than the lack in social activities it is a great school to learn and develop academically
—Submitted by a student


Posted May 28, 2008

I am a student at this school and think that Clark is a great school. However, some teachers dont support the students, but that makes the students go the extra mile and helps them achieve more. Also this school has an emphasis on technology and science which is great but they need more sports and spiritual activities. This year only 40 students wanted to go to the junior prom so it was cancelled. So much for school spirit. Other than that, this school is great.
—Submitted by a student


Posted October 31, 2007

School 'technology' is only focused on cinema and photography department without any recent upgrades for PCs.
—Submitted by a student


Posted April 18, 2006

Clark is an amazing school, I am a current student at this high school and I recommend it to students who are seriouse about their goals and are willing to work hard. The students and teachers are amazing at this school, and personally, I feel very comfortable and safe at clark.
—Submitted by a student


Posted July 5, 2005

This school is a great school, it is small, but focuses in every child's education.
—Submitted by a student


Posted May 20, 2005

High school, in my opinion consists of many things. Only one of which is a good scholarly education. Others include community activity and awareness of what's going on, extracuriccular activities, sports and finally a social life. Having attented this school for four years and having a 3.8-4.1 gpa throught my whole high school education, I think I'm qualified to rate this school. Select teachers are amazing, but many others lack basic teaching skills, knowledge about their subject. This school gives students a good education (if they get lucky with teachers)but no real world experience. There is no diversity to speak of, or any community involvement activities. There is no sports program to speak of, which eliminates the homecoming dance and other social activities. It's not a great university-prep school. I hope my review helped!
—Submitted by a student


Posted March 8, 2005

School pushes technology very hard. Students are motivated. There are no sports at this school--athletes travel to a GUSD high school other than Clark to participate. Art is really a function of technology at Clark--Photoshop, photography etc. Teachers--most are very good and work hard with the students to see that they understand the material and can apply it. My daughter had a few teachers whose English was so heavily accented that she couldn't understand them. Tutoring is widely available. There are a great deal of parents involved in the school.
—Submitted by a parent


Posted November 16, 2004

Clark Magnet High School is a great school and my child enjoys going attending Clark. The one and only thing that my child and I both dislike very much is the 'principal' more like a dicator if you ask me. He does not listen to the students and their opinions, He tricks the students with free dress days trying to make them do better on tests so that his name will go up. He does everything for his own benefit and seems to favor certain nationalities over others, it is extremely obvious.
—Submitted by a parent


Posted March 9, 2004

This is a terrific school. The small size (less than 1100 students), excellent principal leadership,quality teachers & caring staff all work together to create the perfect atmosphere for academic success for every student.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

913

Change from
2012 to 2013

-7

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

913

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-7

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

170 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
90%

2011

 
 
69%

2010

 
 
64%
Algebra II

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

42 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
96%

2011

 
 
100%

2010

 
 
96%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

315 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
91%

2010

 
 
96%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

102 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
92%

2011

 
 
88%

2010

 
 
75%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

314 students were tested at this school in 2013.

2013

 
 
58%
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

2013

 
 
n/a

2012

 
 
89%

2011

 
 
82%

2010

 
 
9%
Algebra II

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

141 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
76%

2011

 
 
72%

2010

 
 
60%
Biology/Life Sciences

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

277 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
85%

2011

 
 
79%

2010

 
 
71%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

287 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
92%

2010

 
 
84%
Geometry

The state average for Geometry was 15% in 2013.

98 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
62%

2011

 
 
60%

2010

 
 
29%
High School (Summative) Mathematics (Grade 9-11)

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

42 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%

2011

 
 
96%

2010

 
 
85%
Science

The state average for Science was 54% in 2013.

287 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
80%

2011

 
 
80%

2010

 
 
73%
World History

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

287 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
75%

2011

 
 
86%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

106 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
42%

2011

 
 
28%

2010

 
 
19%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
63%
Chemistry

The state average for Chemistry was 32% in 2013.

241 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
52%

2011

 
 
34%

2010

 
 
37%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

258 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
85%

2011

 
 
76%

2010

 
 
75%
Geometry

The state average for Geometry was 8% in 2013.

23 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
29%

2011

 
 
20%

2010

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

129 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
73%

2011

 
 
72%

2010

 
 
76%
Physics

The state average for Physics was 58% in 2013.

12 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

258 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
84%

2011

 
 
84%

2010

 
 
76%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students75%
Females71%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged71%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability75%
English learner75%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)74%
Parent education - college graduate78%
Parent education - graduate school/post graduate74%
Parent education - declined to state81%

Algebra II

All Students90%
Females88%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged86%
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students92%
Females93%
Males91%
African Americann/a
Asian100%
Filipino94%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged89%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability92%
English learner82%
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate91%
Parent education - high school graduate90%
Parent education - some college (includes AA degree)85%
Parent education - college graduate96%
Parent education - graduate school/post graduate92%
Parent education - declined to state93%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students82%
Females82%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged79%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

All Students58%
Females49%
Males68%
African Americann/a
Asian75%
Filipino61%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged56%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability59%
English learner51%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate36%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)56%
Parent education - college graduate70%
Parent education - graduate school/post graduate68%
Parent education - declined to state67%

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students77%
Females73%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged76%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate72%
Parent education - graduate school/post graduate83%
Parent education - declined to state80%

Biology/Life Sciences

All Students80%
Females73%
Males87%
African Americann/a
Asian92%
Filipino100%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged73%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability81%
English learner50%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate69%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)85%
Parent education - college graduate83%
Parent education - graduate school/post graduate87%
Parent education - declined to state78%

Chemistry

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

Earth Science

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

English Language Arts

All Students89%
Females89%
Males89%
African Americann/a
Asian92%
Filipino100%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged84%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability89%
English learner65%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate79%
Parent education - high school graduate87%
Parent education - some college (includes AA degree)95%
Parent education - college graduate88%
Parent education - graduate school/post graduate98%
Parent education - declined to state85%

Geometry

All Students37%
Females32%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged31%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability36%
English learner29%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

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

All Students91%
Females89%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged88%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students85%
Females78%
Males92%
African Americann/a
Asian100%
Filipino94%
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged80%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability86%
English learner73%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate79%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)95%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to state83%

World History

All Students85%
Females79%
Males89%
African Americann/a
Asian92%
Filipino89%
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged79%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability84%
English learner69%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate86%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)85%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to state83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students40%
Females34%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged40%
Not economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate32%
Parent education - graduate school/post graduate40%
Parent education - declined to state58%

Biology/Life Sciences

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

Chemistry

All Students45%
Females37%
Males54%
African Americann/a
Asiann/a
Filipino50%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged36%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability45%
English learner26%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)37%
Parent education - college graduate49%
Parent education - graduate school/post graduate55%
Parent education - declined to state50%

Earth Science

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

English Language Arts

All Students83%
Females83%
Males84%
African Americann/a
Asiann/a
Filipino88%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged81%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learner47%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)82%
Parent education - college graduate83%
Parent education - graduate school/post graduate84%
Parent education - declined to state80%

Geometry

All Students22%
Females8%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged22%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students82%
Females71%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged78%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)85%
Parent education - college graduate80%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Physics

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students77%
Females67%
Males89%
African Americann/a
Asiann/a
Filipino82%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged74%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability77%
English learner58%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)68%
Parent education - college graduate80%
Parent education - graduate school/post graduate84%
Parent education - declined to state70%

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

288 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
99%
Math

The state average for Math was 84% in 2013.

288 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Economic Status Unknown100%
Students with disabilityn/a
Tested with modificationsn/a
English learner100%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Economic Status Unknown100%
Students with disabilityn/a
Tested with modificationsn/a
English learner100%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 82%
Hispanic 7%
Asian 4%
Two or more races 1%
Black 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 56%N/AN/A
English language learners 8%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

Students typically attend these schools prior to attending this school Glendale High School
Hoover High School
Crescenta Valley High School
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Librarian/media specialist(s)
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • Blue Ribbon School (2006)
  • California Distinguished School (2005)
  • California Exemplary Career Technology Education School (2005)

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Visual arts
  • Painting
  • Photography
Performing and written arts
  • Dance
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • Spanish
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:00 am
School end time
  • 3:00 am
School Leader's name
  • Douglas Dall
Special schedule
  • Block scheduling
Fax number
  • (818) 957-2954

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Librarian/media specialist(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School facilities
  • Computer lab
  • Library
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Arts & music

Visual arts
  • Painting
  • Photography
Performing arts
  • Dance
Media arts
  • Video / Film production
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

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.

 
 

What are your chances?

Students typically come from these schools
Glendale High School
Hoover High School
Crescenta Valley High School

Planning ahead

Students typically attend these schools after graduating
California State Universities
UC's
Notice an inaccuracy? Let us know!

4747 New York Avenue
La Crescenta, CA 91214
Phone: (818) 248-8324

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