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Teacher quality
Principal leadership
Parent involvement
Helix Charter High School, is one of the best schools in the district. I am currently a junior and i feel as though i could go off to UCSD right now and be fully prepared. helix is a charter school so its standards are a lot higher than any other school. unlike other charters, we actually live up to ours and put a lot of effort into what we do. Some of the teachers here are also professors at colleges and in the honors program we are doing college level work. one thing i love about helix is that finances are never an issue because when there is an opportunity, helix gives you that chance in having it, and wont let anything get in the way of your aspirations. People i know from other schools in the district are exposed to many drugs but at helix that is not an option because we have drug testing for sports and a trained dog on campus for those purposes. i feel completely safe here with the narks who secure the campus and keep us on track. Also, Helix football and our sports program is huge, Reggie Bush, Alex Smith, and some up & coming stars Sam Meredith, Darian Hancock and base ball player Jake Reed, come from helix, just to name a few & were ranked 5th in CA for football
My child is starting his second year at Helix....I love this school its amazing. There are so may opportunities for kids at this school. My son has done very well at this school. I really enjoyed the meeting with the councelor for his classes she was amazing. She gave him so much information and guidance for his sophomore year. The only problem I have ever had with this school is the attendance clerk...she seems to have an attitude. I try very hard to be kind but she is alot younger than I am and tends to be condesending. Wish she had better customer service skills.
—Submitted by a parent
I am a sophomore at Helix this year, and so far my experience has been excellent. As a sophomore I am currently enrolled in two honors classes and two AP classes for my first semester. The classes truly challenge me, and on top of two sports a year, Helix teachers and counselors push me to do my very best. The thing that I like most about my school, though, is its tolerance. No matter your race, gender, sexual preference, or ethnicity, Helix High is the most accepting school out there. With clubs such as YBS, GSA, MASA, and MECHA, Helix teaches you to be proud of who you are. Many of my teachers are Helix graduates themselves, and each and every teacher wants you to succeed. Helix Charter High Schoo is an excellent school.
Amazing school on many different levels. I have three children. All from brilliant (4.0+) to IEP needs. The teachers are a combination of strength and compassion towards all the students. Always responding to parents in a loving and effective way so that kids succeed. Just awesome.
—Submitted by a parent
This school is ok at best. The school vibe at first is all about "ACADEMICS", but obviously a pitch just to think there kids are getting the best education there. At first the atmosphere feels nice, once two or three weeks go by, you feel like you are in jail. everything seems repetitive. Not a lot of extra curricular activities when I attended. Students tend to just stick with there group of friends. Not really a friendly atmosphere. I noticed that athletics were the main deal in a way over shadows most students. Teachers I had were disrespectful and rude. This coming from a good student. The teachers I had lacked the charisma to teach and true desire to help a student. Only a select few teachers were very caring. Another thing I did not like about the school was the grading system, I felt that the homework grade should of at least been 25 to 30 percent of a grade, tests were way to high of overall percentage. This meant was that if a struggling student that was truly working hard to get a good grade and did not do good on 2 tests then the student would barley pass a class or not even pass at all including doing all homework. I felt this was very unfair. Lunches are another issue
My daughter has been a Helix student for the last 3 years and I've stood behind them because academically they've been pretty strong. But with all their legal problems in recent years I question the judgment of their leaders. The local news is frequently at the school reporting on the latest scandal, which is disruptive to students. The district recently threatened to revoke their charter, which it looks like they have avoided this time. Another issue is their arbitrary policies that both my daughter and I have grown tired of. They kept her from going to homecoming because she had TWO tardies ("too many" they said) and put her on an attendance contract for too many absences last year, which included a trip that THEY approved! My daughter is a B student and deserves better, so we're done. She's transferring out next year.
—Submitted by a parent
I can full recommend Helix High School as an excellent environment for students to learn and grow. Having had my children in my district High school (patrick Henry) I can tell I found new schools for the oldest 2 and gave it another try with my youngest. Once again I was completely disappointed byt faculity and staff. Helix has been the best school I have dealt with as a parent of 3. They are respectfull to both sturdents and parents. My daughter has gone from failing most every core class her first year in High School to A' and B's and is moving into AP classes for English and Math. She is excited about College and if there is an issue or concern they address immediately and respectfully. I support Helix 100%, there set up is great and the 90 minutes per class gives students real time to learn the subject.
—Submitted by a parent
My daughter is a freshman at Helix and has over a 4.0 currently. (Honors) She is involved in the sports provided and is able to complete all of her homework without problems.
—Submitted by a parent
this school is not ment up to what people say it is. their are very few teachers that i can say help students and show they care. the school itself seems seperated with students. surrounding area of the school has a bit of a crime issue also.
—Submitted by a student
I am a Junior at Helix, and I had to choose between attending Helix and Grossmont High School, and I chose right. Helix teachers are willing to come early and stay late after school to help their students, lots of AP and Honors classes are offered, and every year there is an option for travelling abroad during spring break. While Helix is racially diverse, I have never once been a victim or racism or prejudice. There isnt random bullying, usually a student has put themselves in that situation by making rude comments. Some added perks of Helix include the fact that Helix has a Special Education program for deaf students, as well as strong club actitivy in the Gay Straight Alliance, as well as 'culture clubs' like Mecha, the Asian Culture Club, and the Africa club. We have also have a multi-cultural day. Helix is the best choice.
—Submitted by a student
I graduated from Helix in 2008, and I have to say that this school really helped prepare myself for what college was going to bring in the years to come.
—Submitted by a student
Great school. It is very diverse and the teachers really want your child to do well.
—Submitted by a parent
I am graduating in Helix Class of 2009! I finished my porfolio and senior project which was hard work but rewarding. I am failing 3 AP Classes right now...but its just a progress report and its spring break. I know because I need to keep pushing through. I got into UCSC and Chico and SDSU! I cannot wait to graduate! Great place!
—Submitted by a student
My niece who came to live with us was on her way to fail the 9th grade for the 2nd time. Helix worked miracles with her and she became interested in school again. She loved Helix and missed only 2 days in 2 years...and for her that is saying something. She worked hard with support from all her teachers, she made up all her failed grades and she will be graduating as a Senior, exactly where she was intended to. My son is also at Helix and he loves it and his teachers. He is a Honors student and said that he is looking forward to the challenge next year in AP classes. Helix has done this family good! Thanks Helix!
—Submitted by a parent
both my daughters went to Helix and recieved a great education and were accepted at elite colleges. You get out what you put in.
—Submitted by a parent
Helix is clearly the best school in the east county if not the city. The faculty is very involved, and active in getting their students to college. I have worked at several schools in the city and there is nothing that compares to Helix. I have worked at other schools which perform higher than Helix (as far as test scores), but Helix works miracles with their students. Before you believe the bull that is spewed by the media and the school district, investigate what actually happens at the school. The school is high perfbborming, and active like no other school in San Diego. The principal and the vice principals, and the other administrators do a wonderful job. Think twice before beleiving the smear job that is coloring the success of Helix Charter.
—Submitted by a teacher
We had entered our daughter's name in the lottery to attend Helix, but her name was not called until mid-October. We pulled her out of the school she was attending, where she was doing well, because we thought Helix would offer a better foundation for a college-bound student. Were we ever wrong. There were problems from the very start with bullying and, as a freshman, they would only give her 3 classes (one of which was PE) and she became bored very quickly. When the bullying did not stop, and I did speak to her vp, we pulled her out and put her back in her old school. She continues to be an outstanding student. The neighborhood Helix pulls from is very tough and she was the victim of a lot of racist and prejudicial comments; by the way, she is white. The school needs some serious help.
—Submitted by a parent
Helix is absolutely the best school in the district. We are good in academics and sports. Because we are so good in everything we do we have neighboring schools who aren't too supportive. Therefore, we have a ton of school spirit. It always a loud and fun game to be at when Helix is playing. We have some awesome teachers, and alot of classes to choose from with the help of supportive counselors. An excellent choice for your child!
—Submitted by a student
I am a former helix high school student who moved away just about a year ago and I would do anything to go back. I loved freshman year and it was the best high school I have ever dreamed of. Helix is an amazing campus with plenty of course selections to help focus on future careers. As the saying goes, once a scottie, always a scottie
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
557 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
610 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
613 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
415 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
570 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
585 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
595 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
569 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
176 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
297 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
520 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
242 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
535 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 73% |
| Females | 75% |
| Males | 70% |
| African American | 74% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 81% |
| Students with disability | 25% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 39% |
| Males | 55% |
| African American | 38% |
| Asian | 76% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 57% |
| Students with disability | 5% |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 61% |
| Males | 57% |
| African American | 48% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 71% |
| Students with disability | 10% |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 96% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 11% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 8% |
| Females | 14% |
| Males | 5% |
| African American | 0% |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 7% |
| Students with disability | 0% |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 29% |
| Males | 32% |
| African American | 20% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 34% |
| Students with disability | 0% |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 62% |
| Males | 62% |
| African American | 48% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 71% |
| Students with disability | 11% |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 59% |
| Males | 51% |
| African American | 44% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 63% |
| Students with disability | 18% |
| Students with no reported disability | 57% |
| English learner | 15% |
| Fluent-English proficient and English only | 56% |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 56% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 74% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 65% |
| Males | 66% |
| African American | 52% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 75% |
| Students with disability | 22% |
| Students with no reported disability | 69% |
| English learner | 23% |
| Fluent-English proficient and English only | 67% |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 39% |
| Males | 53% |
| African American | 31% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 52% |
| Students with disability | 19% |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | n/a |
| Males | 15% |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 40% |
| Males | 42% |
| African American | 24% |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | 36% |
| Fluent-English proficient and English only | 41% |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 41% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 20% |
| Males | 35% |
| African American | 9% |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 8% |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 32% |
| Students with disability | 12% |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Gifted and talented | 44% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 52% |
| Males | 44% |
| African American | 39% |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 36% |
| Samoan | 33% |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 54% |
| Students with disability | 3% |
| Students with no reported disability | 51% |
| English learner | 17% |
| Fluent-English proficient and English only | 50% |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 11% |
| Males | 20% |
| African American | 10% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 16% |
| Students with disability | 0% |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Gifted and talented | 18% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 63% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 43% |
| Males | 54% |
| African American | 38% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 55% |
| Students with disability | 6% |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 42% |
| Males | 53% |
| African American | 39% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 29% |
| Samoan | 25% |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 54% |
| Students with disability | 19% |
| Students with no reported disability | 50% |
| English learner | 39% |
| Fluent-English proficient and English only | 48% |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
591 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
590 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 92% |
| Females | 93% |
| Males | 91% |
| African American | 88% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 96% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | n/a |
| Students with disability | 51% |
| Tested with modifications | n/a |
| English learner | 45% |
| Language Fluency Unknown | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 95% |
| African American | 91% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 94% |
| Declined to state | 98% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 55% |
| Tested with modifications | n/a |
| English learner | 91% |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
Pacific Islander
Samoan
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 32% | 49% | ||
| White | 32% | 28% | ||
| African American | 22% | 7% | ||
| Asian | 6% | 8% | ||
| Pacific Islander | 3% | 1% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 51% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 61% | 85% | ||
| All other non-English languages | 21% | 1% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Russian | 3% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Dutch | 1% | 0% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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7323 University Avenue
La Mesa,
CA 91941
Website: Click here
Phone: (619) 466-4194
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