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GreatSchools Rating

Grossmont High School

Public | 7-12 | 2634 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 4 ratings
2010:
Based on 1 rating

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27 reviews of this school


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Posted March 28, 2013

After we were both educated in private & private parochial schools back East, my wife & I were a bit concerned that our child would be attending public schools here in California, especially with the severe recent education budget cuts. But, like so much in life, we learned you get out of it what you put into it. The GUHS District has greatly upgraded Grossmont's facilities with a New Fully-Outfitted Science Building, Technology Equipment, and a brand New English/Liberal Arts Building coming on line this upcoming Fall. The NJROTC Program is stellar. The teachers care, are proactive, and are fully committed to each student's educational experience and safety. Our child has taken the bull by the horns, is in both AP & Honors classes, and keeps focused on the task at hand and out of trouble. He realizes that a school is only as good as the effort you put into it, and so far., so great! There's a bit of a "ganglike Hispanic clique" that attempts intimidation at times, but if you just let it go, they seem pretty harmless. We like the solid history & tradition at Grossmont and wouldn't switch to any other school around. Thanks to all Grossmont's teachers& staff for a job very well done!
—Submitted by a parent


Posted October 26, 2012

Grossmont High School is one of the only schools which has one of the best programs out there for teen aged kids. They have an excelling NJROTC Program which not only allows students learn the military life but it also allows them to be able to get scholarships and simply looking at the reviews it saddens me that its the parents giving Grossmont bad reviews, and what saddens me even more its that it's about one or two incidents that have caused them to say bad things about the school. Meanwhile, students give outstanding reviews and they are the people going to school, not the parents. In all honesty if you are not going to say something nice about the school because you are a parent and its about how your child is not doing so great in class, it's because he/she doesn't care to work hard enough to pass a class. The classes are fairly simple and they only get complicated if you allow them to slack off in class. This is not a teacher or a parent problem, it is a student problem. All in all, the greatest times I have spent in four years where at this campus, because not only is it a school, but it becomes a home.


Posted January 16, 2012

I have sent all three of my kids to GHS. They have all had some exceptional and stellar teachers, and a few not so stellar ones. That is the nature of any school. They have all loved going there and made good friends, been involved in sports, clubs, and leadership groups. I made the effort to get to know their teachers and the administration there so I could better understand the school and support my kids. My greatest compliments go to the counseling department. Each of my kids' counselors has given them solid guidance and support throughout all four years in planning for their next year, and future college (they keep the same counselor all 4 yrs.). I have been pleased with the upper level honors and AP classes available and each of my kids took several. GHS has delivered what I wanted from high school for my kids - 4 years of good memories and good friends, a diverse population, adult mentoring, and academic preparation for college.
—Submitted by a parent


Posted January 15, 2012

Had a horrible experience sending my son to Grossmont. I could not believe all the teen moms bringing their children to school. When I needed to pick my son up for a dr appt, I called for over an hour and could not get anyone to answer. I drove to the school and was ignored in the office till I asked for help. The lady behind the desk chewed me out for not calling before picking him up. When i explained i had called for over an hour and couldnt get a human, she began ranting about budget cuts and that they don't have a secretary. She did not know where my son was and couldn't tell me what class he had. She sent a student to look for him and it was 40min before they located his class. told her then that my son would not be returning next year. Also, the school was so overcrowded that my son couldn't eat lunch because lunch was over before he got to the front of the line.
—Submitted by a parent


Posted September 13, 2011

Why is Grossmont on the Great Schools website? It is a terrible school. The academics are poor at best. The class size went up again this year. My son's math class does not have enough desks, so some of the kids are sitting on the floor. You can't complain to the principal because she won't call you back. You just get a counselor who just says, "We're trying to give the best education...." The obnoxious ASB kids rule the school. Basically, no one cares at Grossmont. It's worth it to go to a charter or private school. That's what we are doing. I'm pulling my kid out.
—Submitted by a parent


Posted July 26, 2011

Grossmont is an awesome school. I'm in all ap and honors classes and the teachers explain all the curriculum very well. Grossmont was the school chosen by the district to maintain a child care service where studens from all over San Diego can go to help them graduate from high school an plan for their future. There are many clubs and the every sport the district offers, except field hockey. The ASB makes a huge difference in making school fun and including everyone.
—Submitted by a student


Posted April 28, 2011

This is a terrible school. The academics are mediocre at best, there are gang and drug problems, and the administration turns a blind eye to all these issues. The class sizes keep growing. Grossmont offers only a few AP classes compared to schools in other districts. For example, Grossmont has only 2 AP classes in sophomore year, compared to La Jolla High which offers 8. You can't complain or else the teachers will take it out on your student. (We know this first hand). We had to pull our kids out of the school, both for their safety and their academic future. The administration added a few programs to help Grossmont qualify as a "Distinguished School," and once they got that label, they cut all those programs (ones that helped kids at risk). I don't know why Grossmont would be on a website for "great schools" because it clearly isn't one.
—Submitted by a parent


Posted January 31, 2011

Very disappointed in this school. My daughter has had a difficult time since we started there. Too much diversity and innapropriate activity. I feel the staff turns a blind eye to alot of the mischief that goes on in the classrooms.
—Submitted by a parent


Posted October 5, 2009

I have to agree with the parent that posted on Tue. Sept. 29th. But, I always think parents have to be pro active when it comes to education. Although this is only the second year my student has attended a public school. My student is in Honors & AP Classes which does seem to make a difference as what from I can see the non-Honors classes seem to be nothing more than glorified babysitting classes....Speaking of babysitting....The teen mom's can bring the babies to school...And has anyone else notice the the huge Military ROTC on campus lately??
—Submitted by a parent


Posted September 29, 2009

This is my 4 child going through Grossmont an up until now the school has been very wonderful with helping kids to achive and move on. But, the last two years I have seen a decline in teacher and counciling help. I encourage every parent to know what their child will need to go on and what classes are required to go on to the college or university of your chose. This high school is not keeping up on what is required, and I have found that my kids are needing to take extra classes in college that they could of taken in high school. Do not rely on the school. Be pro active.
—Submitted by a parent


Posted August 18, 2009

My son graduated from Grossmont High School and went to an elite university. He had a wonderful high school education and experience. School leadership under principal Theresa Kemper is wonderful. The staff is friendly, and teachers are great. It is a fun school for students--lots of energy and school spirit. I highly recommend the school to other families.
—Submitted by a parent


Posted July 10, 2009

My daughter finished her Freshman year with much success. I was concerned about the out dated school but there have been such great improvements already and this summer they are building more. The school has a number of clubs for students to join and the athletics are open to everyone. There is so much to keep your teen busy and active. Of course - too much homework for a very involved student. Sports, associations, clubs, extracurricular and homework.....doesn't leave much time for family. The only other issue I have is the lunch area. There is limited space for students to have lunch. Other than that - I'm really happy with the school.
—Submitted by a parent


Posted June 30, 2009

GHS keeps growing and improving to help students achieve their goals and be able to go to college. It has improved its' services to help students succeed academically, socially and emotionally. In 2009 they are being recognized as a Distinguished School by the State of California, meaning that they are improving and supplying student's necessities. They are getting students ready for college and helping students create a career path. Their interventions programs are a key to the student's improvements and success! I highly recommend this school.


Posted April 29, 2009

Very old school. Good teachers and support from the principals however ther are issues with drugs and peer pressure here
—Submitted by a parent


Posted November 23, 2007

grossmont high school is the best. the teachers are knowledgeable and caring. i love this school.
—Submitted by a parent


Posted August 11, 2007

As a college student, I graduated Grossmont with know concept of college. The extremely conservative school district poorly affects the student's learning and final outcome in attempts to adhere students to their moral standards. Poor fund management, convoluted local government, a sports superiority complex and a curriculum with no variation. Let the teachers teach what they want, not what the state wants. These may be state funded school system's failings, but with no attempts to lead the way in this area, Grossmont merely becomes just another public school basking in mediocrity.
—Submitted by J B, a former student


Posted July 6, 2006

GHS is a real
—Submitted by a parent


Posted May 10, 2006

The overall quality of the academic programs is excellent, however you'll be stuck with textbooks dating as far back as 1986. There are a wide variety of exctracurriculars, including Cross Country and a surf team. The parent involvement is about average.
—Submitted by a student


Posted April 6, 2006

This school has a very positive, upbeat feeling. The personnel are welcoming and interested in their students. The programs are varied to appeal to a wide range of student interests.
—Submitted by a parent


Posted January 11, 2006

Grossmont seems to be a good school, but I find the administrative staff difficult to work with. I have also left messages with my son's teachers and very rarely receive return calls.
—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 2012.

This school's
API score

787

Change from
2011 to 2012

+19

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

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 its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

787

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
2011 to 2012

+19

Change from 2011 to 2012
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
(2011)

6 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

5 / 10

API Similar Schools Rank (2011)
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 86% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
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2009

 
 
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English Language Arts

The state average for English Language Arts was 62% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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Math

The state average for Math was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

404 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
34%

2010

 
 
30%

2009

 
 
36%
Algebra II

The state average for Algebra II was 69% in 2012.

40 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
76%

2010

 
 
72%

2009

 
 
55%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

265 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
70%

2010

 
 
64%

2009

 
 
60%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

574 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
59%

2010

 
 
58%

2009

 
 
61%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

28 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
3%

2010

 
 
6%

2009

 
 
7%
Geometry

The state average for Geometry was 48% in 2012.

115 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
77%

2010

 
 
65%

2009

 
 
62%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

118 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
15%

2010

 
 
9%

2009

 
 
9%
Algebra II

The state average for Algebra II was 42% in 2012.

130 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
34%

2010

 
 
45%

2009

 
 
29%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

340 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
34%

2010

 
 
36%

2009

 
 
28%
Chemistry

The state average for Chemistry was 51% in 2012.

147 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
61%

2010

 
 
65%

2009

 
 
48%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

566 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
47%

2010

 
 
46%

2009

 
 
45%
Geometry

The state average for Geometry was 17% in 2012.

275 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
25%

2010

 
 
17%

2009

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

33 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
80%

2010

 
 
50%

2009

 
 
41%
Science

The state average for Science was 53% in 2012.

562 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
52%

2010

 
 
47%

2009

 
 
46%
World History

The state average for World History was 46% in 2012.

576 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
51%

2010

 
 
51%

2009

 
 
35%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

49 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
9%

2010

 
 
28%

2009

 
 
4%
Algebra II

The state average for Algebra II was 15% in 2012.

178 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
7%

2010

 
 
8%

2009

 
 
8%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

52 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
18%

2010

 
 
36%

2009

 
 
17%
Chemistry

The state average for Chemistry was 34% in 2012.

171 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
48%

2010

 
 
33%

2009

 
 
47%
Earth Science

The state average for Earth Science was 38% in 2012.

14 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
39%

2010

 
 
n/a

2009

 
 
33%
English Language Arts

The state average for English Language Arts was 48% in 2012.

538 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
42%

2010

 
 
38%

2009

 
 
46%
Geometry

The state average for Geometry was 9% in 2012.

126 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
5%

2010

 
 
0%

2009

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

162 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
53%

2010

 
 
36%

2009

 
 
41%
Physics

The state average for Physics was 56% in 2012.

74 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
81%

2010

 
 
63%

2009

 
 
59%
U.S. History

The state average for U.S. History was 48% in 2012.

566 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
57%

2010

 
 
49%

2009

 
 
49%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
10%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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 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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

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
Pacific Islandern/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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

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
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 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

Algebra I

All Students29%
Females29%
Males29%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged25%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability29%
English learner17%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduate29%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)32%
Parent education - college graduate23%
Parent education - graduate school/post graduate42%
Parent education - declined to state25%

Algebra II

All Students70%
Females80%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)75%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented68%
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 graduate75%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Biology/Life Sciences

All Students66%
Females62%
Males68%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged47%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate33%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)56%
Parent education - college graduate83%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students64%
Females63%
Males63%
African American55%
Asian85%
Filipino64%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged41%
Non-economically disadvantaged79%
Students with disability44%
Students with no reported disability64%
English learner14%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate24%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)65%
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
Parent education - declined to state41%

General Mathematics (Grades 6 & 7 Standards)

All Students4%
Femalesn/a
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged0%
Students with disability4%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only6%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students66%
Females61%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged56%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)53%
Parent education - college graduate79%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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
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 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

Algebra I

All Students22%
Females22%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged18%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability22%
English learner13%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)23%
Parent education - college graduate22%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students35%
Females32%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)33%
Economically disadvantaged38%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)38%
Parent education - college graduate28%
Parent education - graduate school/post graduate19%
Parent education - declined to staten/a

Biology/Life Sciences

All Students43%
Females43%
Males43%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged28%
Non-economically disadvantaged54%
Students with disability9%
Students with no reported disability47%
English learner12%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate18%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)55%
Parent education - college graduate63%
Parent education - graduate school/post graduate53%
Parent education - declined to state27%

Chemistry

All Students71%
Females62%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged67%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)73%
Parent education - college graduate70%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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 Students55%
Females57%
Males53%
African American48%
Asian64%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disability35%
Students with no reported disability56%
English learner10%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate27%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)61%
Parent education - college graduate71%
Parent education - graduate school/post graduate77%
Parent education - declined to state36%

Geometry

All Students26%
Females19%
Males33%
African American28%
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged19%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability26%
English learner13%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented51%
Parent education - not a high school graduate15%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)36%
Parent education - college graduate24%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

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

All Students88%
Females77%
Males95%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented93%
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 graduate100%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Science

All Students59%
Females57%
Males61%
African American59%
Asian64%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged42%
Non-economically disadvantaged68%
Students with disability46%
Students with no reported disability59%
English learner16%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate33%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)65%
Parent education - college graduate67%
Parent education - graduate school/post graduate85%
Parent education - declined to state36%

World History

All Students48%
Females42%
Males54%
African American53%
Asian73%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged35%
Non-economically disadvantaged56%
Students with disability18%
Students with no reported disability51%
English learner11%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate17%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)52%
Parent education - college graduate60%
Parent education - graduate school/post graduate70%
Parent education - declined to state33%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students45%
Females52%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
White (not Hispanic)41%
Economically disadvantaged39%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability46%
English learner31%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students11%
Females7%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged0%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability10%
English learner0%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented18%
Parent education - not a high school graduaten/a
Parent education - high school graduate10%
Parent education - some college (includes AA degree)7%
Parent education - college graduate9%
Parent education - graduate school/post graduate22%
Parent education - declined to staten/a

Biology/Life Sciences

All Students48%
Females65%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged12%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability49%
English learner8%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students44%
Females33%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged40%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)35%
Parent education - college graduate48%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Earth Science

All Students93%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented93%
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 Students52%
Females54%
Males50%
African American48%
Asian54%
Filipino50%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged32%
Non-economically disadvantaged61%
Students with disability41%
Students with no reported disability53%
English learner8%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate26%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)53%
Parent education - college graduate62%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Geometry

All Students5%
Females0%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)6%
Economically disadvantaged3%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talented8%
Parent education - not a high school graduate10%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)5%
Parent education - college graduate5%
Parent education - graduate school/post graduate8%
Parent education - declined to staten/a

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

All Students51%
Females47%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
White (not Hispanic)51%
Economically disadvantaged46%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)39%
Parent education - college graduate59%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Physics

All Students71%
Females66%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
White (not Hispanic)74%
Economically disadvantaged46%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate71%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

U.S. History

All Students54%
Females47%
Males59%
African American52%
Asian54%
Filipino50%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged34%
Non-economically disadvantaged63%
Students with disability22%
Students with no reported disability57%
English learner11%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate29%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)53%
Parent education - college graduate66%
Parent education - graduate school/post graduate76%
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
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 - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

594 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
85%

2010

 
 
80%

2009

 
 
84%
Math

The state average for Math was 84% in 2012.

592 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
88%

2010

 
 
86%

2009

 
 
91%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students85%
Females89%
Males80%
African American86%
Asian100%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Declined to staten/a
Economically disadvantaged73%
Non-economically disadvantaged91%
Economic Status Unknown71%
Students with disability50%
Tested with modificationsn/a
English learner48%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students89%
Females89%
Males89%
African American79%
Asian100%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to staten/a
Economically disadvantaged81%
Non-economically disadvantaged93%
Economic Status Unknown86%
Students with disability67%
Tested with modificationsn/a
English learner66%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 54% 28%
Hispanic or Latino 26% 49%
Multiple or No Response 7% 3%
African American 6% 7%
Filipino 3% 3%
Asian 2% 8%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 17%N/A24%
Students eligible for free or reduced-price lunch program 228%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 76% 85%
Arabic 9% 1%
Chaldean 3% 0%
Farsi (Persian) 2% 0%
French 2% 0%
Kurdish (Kurdi, Kurmanji) 2% 0%
Russian 2% 0%
Turkish 2% 0%
All other non-English languages 1% 1%
Filipino (Pilipino or Tagalog) 1% 1%
Ilocano 1% 0%
Portuguese 1% 0%
Samoan 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 26N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1100 Murray Drive
La Mesa, CA 91944
Website: Click here
Phone: (619) 668-6000

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