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GreatSchools Rating

Sonora High School

Public | 9-12 | 1947 students

Our school is best known for our positive and safe environment for students.

 
 

Living in La Habra

Situated in an urban neighborhood. The median home value is $303,000. The average monthly rent for a 2 bedroom apartment is $1,560.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted January 29, 2014

Sonora is a school where students can excell in academics and enjoy their high school expereince in sports and other school realted activities and clubs. The indoor campus has a real family feel and the students are very nice to each other. Very respectful environment for students that starts in the classroom. Great school for all students!
—Submitted by a teacher


Posted January 25, 2013

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


Posted July 12, 2012

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


Posted May 22, 2012

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!!!


Posted March 31, 2011

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


Posted October 29, 2010

Sonora High school has many great programs to offer including Medical Careers, Forensics, FFA, JROTC, and the IB Diploma.
—Submitted by a parent


Posted March 21, 2010

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


Posted April 23, 2009

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


Posted September 29, 2008

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


Posted September 28, 2008

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


Posted November 2, 2007

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


Posted June 28, 2007

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


Posted December 6, 2006

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


Posted November 17, 2006

yeah, very coool school. there frigen awesome and one day my children will attend it
—Submitted by a former student


Posted April 26, 2006

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 a former student


Posted March 22, 2006

I subbed here and generally the kids are very well behaved. The academics are pretty good too.
—Submitted by a teacher


Posted March 7, 2006

Great school....They really care about the kids!
—Submitted by a parent


Posted August 1, 2005

It is an excellent school to be a part of.
—Submitted by a student


Posted November 23, 2004

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 a former student


Posted January 26, 2004

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.

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

812

Change from
2012 to 2013

+3

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

812

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

+3

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 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)

5 / 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.

246 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
23%

2011

 
 
23%

2010

 
 
26%
Algebra II

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

25 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
88%

2011

 
 
88%

2010

 
 
80%
Biology/Life Sciences

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

328 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
91%

2011

 
 
91%

2010

 
 
93%
Earth Science

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

106 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
20%

2011

 
 
21%

2010

 
 
24%
English Language Arts

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

422 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
61%

2011

 
 
58%

2010

 
 
67%
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.

100 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
71%

2011

 
 
61%

2010

 
 
58%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
21%

2011

 
 
31%

2010

 
 
30%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

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.

198 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
17%

2011

 
 
16%

2010

 
 
11%
Algebra II

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

123 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
73%

2011

 
 
59%

2010

 
 
57%
Biology/Life Sciences

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

282 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
43%

2011

 
 
40%

2010

 
 
35%
Chemistry

The state average for Chemistry was 46% in 2013.

175 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
79%

2011

 
 
74%

2010

 
 
74%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
12%
English Language Arts

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

459 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
56%

2011

 
 
59%

2010

 
 
52%
Geometry

The state average for Geometry was 15% in 2013.

111 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
32%

2011

 
 
26%

2010

 
 
22%
High School (Summative) Mathematics (Grade 9-11)

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

23 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
77%

2011

 
 
91%

2010

 
 
90%
Science

The state average for Science was 54% in 2013.

460 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
63%

2011

 
 
60%

2010

 
 
54%
World History

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

449 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
61%

2011

 
 
61%

2010

 
 
57%
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.

89 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
8%

2011

 
 
16%

2010

 
 
7%
Algebra II

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

110 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
38%

2011

 
 
41%

2010

 
 
21%
Biology/Life Sciences

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

20 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
48%

2011

 
 
8%

2010

 
 
12%
Chemistry

The state average for Chemistry was 32% in 2013.

193 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
36%

2011

 
 
16%

2010

 
 
25%
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.

400 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
56%

2011

 
 
53%

2010

 
 
51%
Geometry

The state average for Geometry was 8% in 2013.

98 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
13%

2011

 
 
5%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

95 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
61%

2011

 
 
70%

2010

 
 
70%
Physics

The state average for Physics was 58% in 2013.

100 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
91%

2011

 
 
72%

2010

 
 
68%
U.S. History

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

418 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
73%

2010

 
 
69%
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 Students33%
Females36%
Males31%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged26%
Non-economically disadvantaged42%
Students with disability20%
Students with no reported disability34%
English learner10%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)33%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%

Algebra II

All Students80%
Females79%
Males82%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
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

Biology/Life Sciences

All Students57%
Females58%
Males56%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged36%
Non-economically disadvantaged75%
Students with disability9%
Students with no reported disability61%
English learner8%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)59%
Parent education - college graduate70%
Parent education - graduate school/post graduate83%
Parent education - declined to state57%

Earth Science

All Students19%
Females24%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged13%
Non-economically disadvantaged31%
Students with disability4%
Students with no reported disability24%
English learner3%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state12%

English Language Arts

All Students67%
Females67%
Males65%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged48%
Non-economically disadvantaged84%
Students with disability31%
Students with no reported disability68%
English learner14%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)74%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to state63%

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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students57%
Females53%
Males61%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged53%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only59%
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)50%
Parent education - college graduate82%
Parent education - graduate school/post graduate71%
Parent education - declined to state45%

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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students12%
Females14%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged9%
Non-economically disadvantaged16%
Students with disability0%
Students with no reported disability12%
English learner7%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)17%
Parent education - college graduate0%
Parent education - graduate school/post graduate18%
Parent education - declined to state8%

Algebra II

All Students69%
Females65%
Males73%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged60%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate66%
Parent education - graduate school/post graduate87%
Parent education - declined to state65%

Biology/Life Sciences

All Students33%
Females25%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged30%
Non-economically disadvantaged37%
Students with disability8%
Students with no reported disability35%
English learner10%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate33%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)39%
Parent education - college graduate39%
Parent education - graduate school/post graduate44%
Parent education - declined to state26%

Chemistry

All Students64%
Females61%
Males68%
African Americann/a
Asian56%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged47%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)45%
Parent education - college graduate54%
Parent education - graduate school/post graduate78%
Parent education - declined to state71%

Earth Science

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

English Language Arts

All Students60%
Females59%
Males60%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged42%
Non-economically disadvantaged73%
Students with disability43%
Students with no reported disability60%
English learner11%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate27%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)62%
Parent education - college graduate78%
Parent education - graduate school/post graduate82%
Parent education - declined to state49%

Geometry

All Students35%
Females25%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged32%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)21%
Parent education - college graduate40%
Parent education - graduate school/post graduate79%
Parent education - declined to state23%

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

All Students96%
Females92%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students64%
Females59%
Males69%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged51%
Non-economically disadvantaged75%
Students with disability25%
Students with no reported disability65%
English learner18%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate41%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)64%
Parent education - college graduate78%
Parent education - graduate school/post graduate84%
Parent education - declined to state56%

World History

All Students57%
Females48%
Males64%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged45%
Non-economically disadvantaged67%
Students with disability26%
Students with no reported disability59%
English learner14%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate30%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)56%
Parent education - college graduate71%
Parent education - graduate school/post graduate78%
Parent education - declined to state49%
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 Students20%
Females17%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged18%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability20%
English learner14%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students29%
Females22%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged19%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)26%
Parent education - college graduate44%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

Biology/Life Sciences

All Students30%
Femalesn/a
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only33%
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 Students22%
Females19%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged17%
Non-economically disadvantaged28%
Students with disability9%
Students with no reported disability23%
English learner7%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate3%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)23%
Parent education - college graduate40%
Parent education - graduate school/post graduate33%
Parent education - declined to state38%

Earth Science

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

English Language Arts

All Students56%
Females55%
Males56%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged43%
Non-economically disadvantaged66%
Students with disability21%
Students with no reported disability57%
English learner9%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate34%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)58%
Parent education - college graduate65%
Parent education - graduate school/post graduate83%
Parent education - declined to state52%

Geometry

All Students10%
Females9%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged7%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability11%
English learner9%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)16%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students68%
Females57%
Males82%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged65%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)82%
Parent education - college graduate75%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Physics

All Students91%
Females82%
Males100%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged91%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)85%
Parent education - college graduate93%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

U.S. History

All Students72%
Females69%
Males74%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged65%
Non-economically disadvantaged78%
Students with disability30%
Students with no reported disability76%
English learner37%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate58%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)69%
Parent education - college graduate81%
Parent education - graduate school/post graduate89%
Parent education - declined to state59%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

420 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
91%

2010

 
 
87%
Math

The state average for Math was 84% in 2013.

419 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
91%

2010

 
 
89%
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 Students90%
Females89%
Males91%
Gender Unknownn/a
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged83%
Non-economically disadvantaged97%
Economic Status Unknown90%
Students with disability52%
Tested with modificationsn/a
English learner51%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students87%
Females85%
Males88%
Gender Unknownn/a
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged80%
Non-economically disadvantaged93%
Economic Status Unknown88%
Students with disability24%
Tested with modificationsn/a
English learner49%
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
Hispanic 64%
White 23%
Asian 9%
Black 1%
Two or more races 1%
American Indian/Alaska Native 0%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 49%N/AN/A
English language learners 14%N/AN/A

College readiness and student pathways

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
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

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
Source: Provided by a school official.

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Special education / special needs

Specific academic themes or areas of focus
  • Special education
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Orthopedic impairments
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Medical
School facilities
  • Access to farm or natural area
  • Computer lab
  • Garden/Greenhouse
  • Industrial shop
  • Science lab
Vocational or skills-based training offered
  • Auto mechanics
Clubs
  • Recycling club

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Performing arts
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
Performing and written arts
  • Dance
  • Drama
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production
Clubs
  • Art club
  • Drill team
  • Drum line
  • Flag girls
  • Marching band
  • Student newspaper
  • Yearbook

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • French
  • German
  • Spanish
Clubs
  • Foreign language and culture club

Health & athletics

Specific academic themes or areas of focus
  • Medical
Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
  • Swimming pool

Gifted & talented

Instructional and/or curriculum models used
  • Advanced placement courses
  • Honors track
  • International Baccalaureate (IB)
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Clubs
  • Debate
  • National Honor Society
School leaders can update this information here.

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by verifying community responses, adding program highlights
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School basics

School start time
  • 7:30 am
School end time
  • 2:45 pm
School Leader's name
  • Adam Bailey
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (562) 266-2040

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Advanced placement courses
  • College prep
  • Direct instruction
  • Honors track
  • Independent Study
  • International Baccalaureate (IB)
  • Outdoor / Farm-based
  • STEM
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Medical
  • Performing arts
  • Special education
  • Vocational education
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Autism
  • Cognitive disability
  • Orthopedic impairments
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish
Vocational or skills-based training offered
  • Agriculture
  • Auto mechanics
  • Construction / building
  • Culinary

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(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)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • Security personnel
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • French
  • German
  • Spanish
Extra learning resources offered
  • Career/college counseling
  • Counseling
  • Remediation
  • Title I Targeted Assistance program (TAS)
  • Tutoring
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Transportation options
  • Transportation provided for special education students only
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • College/career center
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Industrial shop
  • Internet access
  • Kitchen
  • Library
  • Music room
  • Parent center
  • Performance stage
  • Science lab
  • Swimming pool
School leaders can update this information here.

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Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
Performing arts
  • Dance
  • Drama
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Art club
  • Best Buds
  • Community service
  • Debate
  • Drill team
  • Drum line
  • Fellowship of Christian Athletes (FCA)
  • Flag girls
  • Foreign language and culture club
  • JROTC
  • Lesbian, gay, transgender club
  • Marching band
  • National Honor Society
  • Recycling club
  • Student council/government
  • Student newspaper
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer time after school
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?

Students typically come from these schools
Imperial Middle School
Washington Middle School
Heights Christian School

Planning ahead

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
Notice an inaccuracy? Let us know!

401 South Palm Street
La Habra, CA 90631
Website: Click here
Phone: (562) 266-2003

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