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Teacher quality
Principal leadership
Parent involvement
My son is a junior at Sonora High School has had a wonderful experience. What I like most about Sonora is the friendly atmosphere and school spirit combine with challenging academics for core classes. My student is a scholar athlete who has been provided a rigorous yet well-rounded experience here at Sonora. There are many clubs and organizations to be a part of if you are not an athlete. Our ASB is top notch and provides many leadership opportunities for students aspiring to grow in their leadership skills. Other programs that are well known are the FCA (Fellowship of Christian Athletes) program, the FFA (Future Farmers of America) program, the new digital media arts academy and the Best Buds program which provides students the opportunity to work with the special education students at Sonora High School.
—Submitted by a parent
I my self went to Sonora High school and received a great education. Still living in the great city of La Habra, I have had 1 daughter graduate from Sonora and played for the varisty softball team. Attending now is my other daughter receiving straight A's and is in the Medical Careers program and also plays all varsity sports, Track and Soccer. Great teachers and coaching staff. Guidance dept always their to help my daughter with any questioins she has for college questions.
—Submitted by a parent
I am a student at SOHS, and it is an absolutely extraordinary school!The Ib program is wonderful, and the teachers and staff are the best! sure, our reputation isn't as great as troy and sunny hills, but the honors classes are the same, and are just as rigorous! There isn't as much competition, so it won't be as difficult to get into the college/university of our choice if we do well. Not to mention that its all indoors!!!
I am hoping the school is better than what it appears to turn out. Living near the school is horrible due to the vandalism, loitering, theft of mail (all caught on surveillance) and worst off all bullying of senior citizen who ask these "students" to stop loitering on their property. When speaking to one of these students he advised he was told by staff and resource officer to "hang out in neighborhood and do what he wants as long as he behaves in school" Shameful. This school shoudl eb closed
Sonora High school has many great programs to offer including Medical Careers, Forensics, FFA, JROTC, and the IB Diploma.
—Submitted by a parent
Sonora is a great school. Sonora may not have the reputation as Troy does, but our school has a friendly environment. the teacher are really nice and so are the people. also the teachers make learning fun and encourage creativity. This is my 1st year at Sonora and i like it. Our athletics may not be the best, but everyone gets a chance to try and have fun and get better. Also our athletic our getting better
—Submitted by a student
I am a current student at SOHS and I think the school is AMAZING. The people are friendly and it is an indoor school (this allows students to block out the high temperatures of the weather). The school academically excells and students are given many options. The IB diploma and AP courses have a perfect balance of difficulty and fun. Learning is made enjoyable at SOHS because everyone is so friendly and kind to each other.
—Submitted by a student
My daughter graduated from Sonora in 2005. She participated in the AVID Program for 4 years and graduated with about a 3.4 average. She also participated in athletics and other clubs and programs. Most of the teachers were very good and the AVID Program instructors were excellent. They truly cared about their students and believed in their program. As a result, my daughter received a well rounded education and social experience. Upon graduation she elected to attend a University located in another State. She has excelled in her program and will complete her double major studies in 3.5 years and has made the Dean's List several times. The education and overall experience that she received at Sonora prepared her for success at her university level. What more can a parent ask for?
—Submitted by a parent
i am a student at sonora high school and it is an amazing school. the population is very diverse and the academics are good. the staff is very nice and supportive and the science department is great too. the english honors classes are quite hard though and might lower the students GPA but overall the IB program is good. i like this school but the competition is more rigorous than any REGULAR school. the IB program has a lot of many intelligent students so the rankings of other students might go down. the school is amazing though. :)
—Submitted by a student
The school and the overlying district consider finances as a higher priority then student service. Resources (staff and materials) are cut to save money and a greater burden on the remaining resources. There is an abysmal lack of technology use and education at Sonora. Do not except students to be given anything but precursory knowledge of technology. Policies are in place to improve test scores with out serving students. What is best for students is systematically not the highest priority.
—Submitted by a teacher
The extracurricular activities being offered are basically the same, generic courses offered at other schools. Parental involvement is clearly lacking, as behavioral issues are higher than the several others I've checked out, and these conflicts go deeper than statistics, which otherwise are misleading. Thanks in part to lack of funding, the academic programs serve only the students already conditioned to be mindless drones for a life in society. In other words, this school is really restricting on creative freedoms and on those, especially, whose potential has not been recognized. While this campus is generally safer than that of cross-town rival, La Habra High, that doesn't excuse the negligence of the aforementioned behavioral problems that aren't as common on other campuses. The teachers themselves limit imagination, practically punishing individuality. This is definitely not a school for a mind set on artistic occupations.
—Submitted by a parent
It is a amazing school to be part of. The staff really cares about the students and has great science program. Although, it doesn't have reputation like sunny hills and troy, their academic is high and has more friendly enviroment.
—Submitted by a student
yeah, very coool school. there frigen awesome and one day my children will attend it
—Submitted by a former student
Sonora has some great teachers who have been there a great number of years. The Scoience department is amazing, featuring California Teacher of the Year Jack Hawkins. If your kid likes science this is the place to be.
—Submitted by Brian Kays, a former student
I subbed here and generally the kids are very well behaved. The academics are pretty good too.
—Submitted by a teacher
I am a former student that would like to say that this school is an awesome school and taught me a lot. The teachers are amazing and really care for the students and their progress. There was great extracurricular activites and clubs. It helped that the principal got involved with the students and made sure she made herself available to talk to. I am proud to say I graduated from this school and hope that future students share my love for the teachers and other staff as well as being proud to call Sonora High School their alma mater. Go Raiders.
—Submitted by Kristy, a former student
Sonora is a great school. It has its weak points but they are overshadowed by many, many strengths. Sonora doesn't have the reputation of Troy or Sunny hills, but continues to excel under much more difficult circumstances the the other 2 schools. Sonora has the 2nd highest english learner population in the district but consistently has the 3rd highest test scores in the district. Overall the teachers care about the students and the school environment is very positive. It's time the district recognized what an excellent school sonora is. give Sonora real consideration!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
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.
331 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
469 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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
211 students were tested at this school 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.
200 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
432 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
116 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.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
430 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
226 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
493 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
138 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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
508 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 | 23% |
| Females | 21% |
| Males | 25% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| 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 | 16% |
| Non-economically disadvantaged | 32% |
| Students with disability | 9% |
| Students with no reported disability | 24% |
| English learner | 6% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 17% |
| All Students | 88% |
| Females | 85% |
| Males | 91% |
| 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 | 90% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 91% |
| Females | 89% |
| Males | 92% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 88% |
| All Students | 20% |
| Females | 6% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| 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) | 37% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 5% |
| Fluent-English proficient and English only | 24% |
| 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 | 14% |
| All Students | 61% |
| Females | 64% |
| Males | 60% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| 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) | 78% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 74% |
| Students with disability | 36% |
| Students with no reported disability | 62% |
| English learner | 18% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 54% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 71% |
| Females | 63% |
| Males | 80% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 71% |
| All Students | 21% |
| Females | 16% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 24% |
| Students with disability | 5% |
| Students with no reported disability | 23% |
| English learner | 6% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | 13% |
| Parent education - declined to state | 20% |
| 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 | 17% |
| Females | 17% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 6% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 73% |
| Females | 67% |
| Males | 80% |
| African American | n/a |
| Asian | 66% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 39% |
| Males | 46% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 54% |
| Students with disability | 22% |
| Students with no reported disability | 44% |
| English learner | 16% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 37% |
| All Students | 79% |
| Females | 71% |
| Males | 87% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 78% |
| 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 | 82% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 83% |
| 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 |
| 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 | 56% |
| Females | 58% |
| Males | 53% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 68% |
| Students with disability | 31% |
| Students with no reported disability | 56% |
| English learner | 6% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 40% |
| All Students | 32% |
| Females | 26% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 42% |
| 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 | 45% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | n/a |
| Males | 85% |
| 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 | 73% |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| 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 | 63% |
| Females | 57% |
| Males | 67% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 74% |
| Students with disability | 32% |
| Students with no reported disability | 64% |
| English learner | 15% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 42% |
| All Students | 61% |
| Females | 54% |
| Males | 67% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 72% |
| Students with disability | 29% |
| Students with no reported disability | 63% |
| English learner | 16% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 31% |
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 | 8% |
| Females | 13% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 13% |
| 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 | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 23% |
| 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 | 5% |
| All Students | 38% |
| Females | 33% |
| Males | 47% |
| African American | n/a |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 44% |
| All Students | 48% |
| Females | n/a |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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 | 34% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 0% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 44% |
| 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 |
| 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 | 56% |
| Females | 64% |
| Males | 47% |
| African American | n/a |
| Asian | 75% |
| Filipino | 92% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 65% |
| Students with disability | 8% |
| Students with no reported disability | 58% |
| English learner | 6% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 46% |
| All Students | 13% |
| Females | 7% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 0% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 8% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 61% |
| Females | 52% |
| Males | 72% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 48% |
| All Students | 91% |
| Females | 87% |
| Males | 96% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 94% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 100% |
| All Students | 74% |
| Females | 72% |
| Males | 75% |
| African American | n/a |
| Asian | 80% |
| Filipino | 85% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 83% |
| Students with disability | 26% |
| Students with no reported disability | 77% |
| English learner | 23% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 66% |
| 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.
383 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
383 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 | 89% |
| Females | 88% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 48% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 86% |
| Females | 84% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| 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 | 94% |
| Economic Status Unknown | n/a |
| Students with disability | 23% |
| Tested with modifications | n/a |
| English learner | 57% |
| 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
Asian
Filipino
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 | 59% | 51% | ||
| White | 25% | 27% | ||
| Asian | 12% | 11% | ||
| Black | 1% | 7% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 44% | N/A | 54% |
| English language learners 2 | 17% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 89% | 85% | ||
| Korean | 5% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hungarian | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Pashto | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Rumanian | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Taiwanese | 0% | 0% | ||
| Urdu | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| Students typically attend these schools prior to attending this school |
Imperial Middle School Washington Middle School Heights Christian School |
| Colleges most students attend after graduation |
Fullerton College CSU Fullerton Cypress College |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
| Special staff resources available to students |
Assistant principal(s) Art teacher(s) College counselor(s) Cooking/Nutrition teacher(s) Dance teacher(s) ELL/ESL Coordinator Instructional aide(s)/coach(es) Librarian/media specialist(s) Music teacher(s) PE instructor(s) Nurse(s) Security personnel School psychologist Special education coordinator Speech and language therapist(s) Teacher aid/assistant teacher Tutor(s) |
| Foreign languages spoken by school staff |
Chinese (Mandarin) French German Spanish |
| Read more about programs at this school | |
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| Level of special education programming offered |
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| Fax number |
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| Instructional and/or curriculum models used Don't understand these terms? |
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Tips for understanding school culture
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| Students typically come from these schools | Imperial Middle School Washington Middle School Heights Christian School |
| Students typically attend these schools after graduating | Fullerton College CSU Fullerton Cypress College |
| College preparation / awareness offered | College prep programs/courses during the year College presentations or information sessions Summer college prep programs School-sponsored trips to college campuses Visiting teachers or lecturers from colleges |
401 South Palm Street
La Habra,
CA 90631
Website: Click here
Phone: (562) 266-2000
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