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GreatSchools Rating

La Quinta High School

Public | 8-12 | 2985 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
No new ratings
2010:
Based on 2 ratings

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26 reviews of this school


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Posted August 21, 2010

This school is excellent, if you want your child to have an education! Not all the schools are the same nowadays. The teachers are great, well mine were anyways. They made class fun with stories, and jokes about themselves.But I noticed that this year we have more freshman.We have over 2,700 students this year which is more then others. The only thing I would change is getting another bus at least because it is packed 3 to a seat.Students will short cut just to not get an end seat.Last year it was the same everybody ran up to get a seat like if it was a limo or something. haha i know that's what people thought. But with budget cut and stuff I know we can't get it but in the future try considering that. but overall the best school here!! Love my school!!
—Submitted by a parent


Posted March 16, 2010

La Quinta High School is a Great School, very competative and more colleges accept those kids, believe it or not, because of their IB program.
—Submitted by a parent


Posted October 7, 2009

Awesome International Baccalaureate & Culinary Arts programs!
—Submitted by a parent


Posted September 10, 2009

i just graduated from la quinta, & i loved EVERY year of it. the principal was aware of everything that went on in the school & takes time to get to know the students, as well as the rest of administration, security, and teachers. education is the best! beautiful school. can not emphasize how much i truly enjoyed my time at LQ. everyone is so talented.
—Submitted by a student


Posted September 9, 2008

This school is excellent, if you want your child to have an education! Not all the schools are the same nowadays. The teachers are great, well mine were anyways. They made class fun with stories, and jokes about themselves.But I noticed that this year we have more freshman.We have over 2,700 students this year which is more then others. The only thing I would change is getting another bus at least because it is packed 3 to a seat.Students will short cut just to not get an end seat.Last year it was the same everybody ran up to get a seat like if it was a limo or something. haha i know that's what people thought. But with budget cut and stuff I know we can't get it but in the future try considering that. but overall the best school here!! Love my school!!
—Submitted by a student


Posted August 27, 2008

I attend La Quinta High School and I wouldn't choose any other school. Yes, we brag about the IB Program, and you know what Why Wouldn't We? Our school opens up doors for many students and allows kids to do what they want. We do have school spirit just walk around our campus on a Friday during any season of sports and you will see many students wearing shirts that they have made to support the team! If you want your child in a school that allows them to reach their dreams then La Quinta High School is the school for them!! GO BLACKHAWKS!!
—Submitted by a student


Posted July 15, 2008

This school is amazing. sure we have our faults, but I love coming to this school. I can always find kids with a smile on their faces. and honestly thats what matters to me. There are no gangs or violence at our school. The teenagers are very polite well most of the time ha ha. IB is a good thing and we should brag about it. because we are the only high school in the valley to have it. I've learned a lot here and Im gonna be a junior. so just imagine what your child could learn here. The're are all sorts of clubs and activities going on to help make you child feel more apart of the school and to make new friends. I'm a cheerleader and I enjoy cheering at games.I mean we are the BEST!
—Submitted by a student


Posted February 13, 2008

I lovemy school! Everyone is very friendly and the teachers are great. I have learned so much at this school. It has really prepared me for college.
—Submitted by a student


Posted July 3, 2007

The school is over rated. It brags about IB too much. It s too crowed: a sea of students between classes and at lunch. Too many portable classrooms. Parking is inadequate. Traffic is chaos: students use a park across the street, and then jaywalk causing hazards and congestion; parents double park in the school s lots causing traffic to back up down the street. Graduation is similar chaos. It s in the football stadium, in June. There isn t enough parking or seating. People arrive early and then have to endure the heat. There s not much school spirit. The boy s soccer team played for the CIF championship and no cheerleaders or band was at the game; also they only show up occasionally at basketball games. Thefts are an epidemic. Our son had his backpack stolen twice during PE. We complained to the principle, who said she d have a VP call, but no one ever did.
—Submitted by a parent


Posted May 21, 2007

Once again if your student is not in the IB program you are left to your own devices to get a quality education for your child. Counselors who do not talk to the teachers and inform them of known student needs. Head over to Palm Desert where the staff truly cares. Too many students, not enough caring.
—Submitted by Richard Jervis, a parent


Posted November 3, 2006

The Valley's surest formula for collegiate admissions and success is La Quinta's International Baccalaureate diploma. Granted it has weaknesses (particularly the deplorable natural sciences), the IB Program has had remarkable placement and advanced standing success. Though criticized for distributional issues, the program is in fact available to all and its superior resources are generally taken from specific grants and *not* others' education; all college-bound students should be interested in taking advantage of these resources. Educationally, it is also particularly strong in history (Tarsitano and Schuler) and the curriculum's reliance on major papers submitted to IBO. While absent in AP's curriculum, these essays figure prominently in IB scores and more accurately assess and promote the curricular writing skills expected by colleges.
—Submitted by a former student


Posted October 18, 2006

Though AP is more widely accepted than IB, the IB program teaches students about not only their own country but the rest of the world too. As a result, IB students are well-rounded, better educated and better equipped to participate in the real world. In the real world one's competence is not determined by a single and brutal 4-hour period (AP) but of the culmination of all of one's effort throughout the year followed by an exam (IB. Drug problems? There are drugs at every school and if a kid wants them badly enough they will do anything to get them no matter what the school does. The counselors? They are not babysitters, students should learn to be responsible for their education without the counselors holding their hands every step of the day because they can't not with 3000 students. The extracurriculars are plentiful, especially the amazing music program!
—Submitted by a student


Posted September 19, 2006

I believe this school will be great for my son. Lots of home work keeps him busy.. Which is great. I really like the school and Im a big fan of parent involvement.......Most....
—Submitted by giselle zatarain, a parent


Posted September 2, 2006

A very, good school overall. As with any school, the more you put in, the more you get. You have to be an involved parent. We've had 3 students at LQHS. The variety of choices is a plus with a phenomenal Music/band program, Health academy, Culinary arts academy, Education pathway, Ib Programme,and Public Service academy... The extra-cirricular and sports activites are plentiful.Our only complaints are communication and elimination of AP classes. Even with internet, online grading systems and school counselors, getting specific information can be a challenge. Administration's focus on IB is eliminating too many Honors/AP classes. Which are more essential than IB Certificates when applying to US colleges, non Ivy league schools. Overall we are pleased & will have our 4th child also attend LQHS without hesitation.
—Submitted by a parent


Posted April 17, 2006

While teacher quality varies even in the IB area, there are some teachers who are very dedicated. While discipline is not a problem most of the time, their policies should be improved. There is virtually no school spirit here, as evident in our silent 'pep' rallies.
—Submitted by a student


Posted August 5, 2005

It is a pretty decent school, though it is over crowded the eduction that you recieve is good. the problem is the IB program it is creating a segegration among the students and a sense of one group being better than the other and it is really keeping the college prep down since they are being left behind becauase of the focus on the IB children from the teachers and adminstration. Coming from a graduate of this high school and someone who experienced this hands on I believe that the IB program should be available to everyone. The class sizes are out of control.
—Submitted by a former student


Posted March 31, 2005

LOUSY administrators that create hostile working environment for teachers, thus the best teachers are leaving in droves. Lousy = lack of support for programs, students and teachers. Over-crowded classrooms with lax rule enforcement.
—Submitted by a teacher


Posted September 23, 2004

We have found La Quinta High School to be an excellent school overall. Like any new and growing school it has challenges in some areas. The IB Program is a very exciting and rewarding program for students that wish to participate in an honors program. However, parents need to be diligent in determining what is best for their child and remember that what is in the program's best interest is not necessarily what is in their child's best interest. With parent participation students have access to a quality education. The school is very diverse in its student population, which provides children the opportunity to prepare for a global economy. Students have access to a wide variety of programs and extracurricular activities. With parent participation this school is outstanding.
—Submitted by a parent


Posted May 4, 2004

This school needs to understand that when temperatures go above 100 degrees that students shouldn't be standing in the sun let alone sitting on the blacktop the entire period getting sunburn and not allowed to get a drink of water! Nothing was done when our daughter came home red as a beet and we went to the school to complain. A little compassion people. Put yourselves in the student's melting shoes!
—Submitted by Bonnie Brewster, a parent


Posted May 4, 2004

While I feel that there is always room for improvement I also feel that LQHS is the best high school in the valley. I agree that the AP classes should be maintained in addition to the IB classes. They both serve a different set of students needs and the AP's are more readily accepted at most universities, especially those outside of CA. After having experience at both PDHS and LQHS I must say that the students and faculty as a whole are much better at LQHS. The key to working with the administration is to work with one individual for all of your specific needs, I have found that Mr. Smith in the counseling office to be my best ally at the school. He is truly dedicated and will do whatever he can to help your individual child be successful.
—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

832

Change from
2011 to 2012

+8

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

9 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

832

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

+8

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)

9 / 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)

9 / 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 49% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
n/a

2009

 
 
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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

 
 
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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.

478 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
24%

2010

 
 
25%

2009

 
 
14%
Algebra II

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

35 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
100%

2010

 
 
82%

2009

 
 
n/a
Biology/Life Sciences

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

280 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
95%

2010

 
 
93%

2009

 
 
91%
Earth Science

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

497 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
57%

2010

 
 
49%

2009

 
 
33%
English Language Arts

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

732 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
70%

2010

 
 
65%

2009

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

223 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
70%

2010

 
 
61%

2009

 
 
77%
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

 
 
n/a
World History

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

87 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
88%

2010

 
 
83%

2009

 
 
72%
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.

75 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
2%

2010

 
 
6%

2009

 
 
4%
Algebra II

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

175 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
57%

2010

 
 
57%

2009

 
 
49%
Biology/Life Sciences

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

558 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
52%

2010

 
 
50%

2009

 
 
37%
Chemistry

The state average for Chemistry was 51% in 2012.

195 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
88%

2010

 
 
79%

2009

 
 
73%
Earth Science

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

25 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
48%

2010

 
 
77%

2009

 
 
50%
English Language Arts

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

735 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
62%

2010

 
 
57%

2009

 
 
54%
Geometry

The state average for Geometry was 17% in 2012.

274 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
27%

2010

 
 
15%

2009

 
 
20%
High School (Summative) Mathematics (Grade 9-11)

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

16 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
73%

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

732 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
71%

2010

 
 
67%

2009

 
 
53%
World History

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

710 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
46%

2010

 
 
43%

2009

 
 
34%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
16%
Algebra II

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

166 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
21%

2010

 
 
15%

2009

 
 
9%
Biology/Life Sciences

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

135 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
91%

2010

 
 
79%

2009

 
 
64%
Chemistry

The state average for Chemistry was 34% in 2012.

205 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
60%

2010

 
 
57%

2009

 
 
42%
Earth Science

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

237 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
53%

2010

 
 
50%

2009

 
 
41%
English Language Arts

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

563 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
61%

2010

 
 
57%

2009

 
 
55%
Geometry

The state average for Geometry was 9% in 2012.

154 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
12%

2010

 
 
6%

2009

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

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

154 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
54%

2010

 
 
40%

2009

 
 
45%
Physics

The state average for Physics was 56% in 2012.

15 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
90%

2010

 
 
86%

2009

 
 
63%
U.S. History

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

592 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
61%

2010

 
 
59%

2009

 
 
60%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
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
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
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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

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American Indian or Alaska Nativen/a
Pacific Islandern/a
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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 Students30%
Females31%
Males28%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged39%
Students with disability9%
Students with no reported disability31%
English learner17%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate19%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)36%
Parent education - college graduate35%
Parent education - graduate school/post graduate40%
Parent education - declined to staten/a

Algebra II

All Students89%
Females75%
Males96%
African American93%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students90%
Females88%
Males92%
African American91%
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged86%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate86%
Parent education - high school graduate91%
Parent education - some college (includes AA degree)87%
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Earth Science

All Students59%
Females57%
Males61%
African American68%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged68%
Students with disability42%
Students with no reported disability61%
English learner28%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate37%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)65%
Parent education - college graduate69%
Parent education - graduate school/post graduate59%
Parent education - declined to staten/a

English Language Arts

All Students69%
Females74%
Males65%
African American81%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged83%
Students with disability43%
Students with no reported disability70%
English learner0%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate46%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)77%
Parent education - college graduate76%
Parent education - graduate school/post graduate90%
Parent education - declined to state67%

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
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 Students56%
Females50%
Males65%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate44%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)57%
Parent education - college graduate60%
Parent education - graduate school/post graduate62%
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 Students92%
Females88%
Males94%
African American89%
Asiann/a
Filipinon/a
Hispanic or Latino95%
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged91%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)95%
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
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 Students15%
Females10%
Males19%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students62%
Females52%
Males74%
African American61%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented66%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)60%
Parent education - college graduate64%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Biology/Life Sciences

All Students57%
Females55%
Males58%
African American72%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged68%
Students with disability17%
Students with no reported disability61%
English learner6%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate49%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)57%
Parent education - college graduate71%
Parent education - graduate school/post graduate77%
Parent education - declined to state17%

Chemistry

All Students90%
Females85%
Males95%
African American91%
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged90%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate90%
Parent education - some college (includes AA degree)84%
Parent education - college graduate95%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Earth Science

All Students76%
Females77%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only83%
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 Students65%
Females70%
Males60%
African American81%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability65%
English learner0%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate41%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)74%
Parent education - college graduate79%
Parent education - graduate school/post graduate81%
Parent education - declined to state31%

Geometry

All Students22%
Females20%
Males23%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability21%
English learner15%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduate14%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)23%
Parent education - college graduate23%
Parent education - graduate school/post graduate16%
Parent education - declined to staten/a

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

All Students81%
Femalesn/a
Malesn/a
African American79%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented83%
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 Students74%
Females72%
Males76%
African American86%
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability74%
English learner14%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate64%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate86%
Parent education - declined to state38%

World History

All Students49%
Females40%
Males56%
African American61%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged58%
Students with disability7%
Students with no reported disability52%
English learner9%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate37%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)50%
Parent education - college graduate65%
Parent education - graduate school/post graduate53%
Parent education - declined to state8%
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
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

Algebra II

All Students22%
Females17%
Males28%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented31%
Parent education - not a high school graduate9%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)28%
Parent education - college graduate11%
Parent education - graduate school/post graduate11%
Parent education - declined to state40%

Biology/Life Sciences

All Students89%
Females87%
Males93%
African American93%
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)88%
Parent education - college graduate100%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Chemistry

All Students55%
Females44%
Males67%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate45%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)61%
Parent education - college graduate45%
Parent education - graduate school/post graduate68%
Parent education - declined to state79%

Earth Science

All Students51%
Females36%
Males65%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino46%
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged60%
Students with disability28%
Students with no reported disability55%
English learner6%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate33%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)56%
Parent education - college graduate59%
Parent education - graduate school/post graduate81%
Parent education - declined to state67%

English Language Arts

All Students62%
Females58%
Males68%
African American77%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability63%
English learner0%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate33%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)65%
Parent education - college graduate75%
Parent education - graduate school/post graduate82%
Parent education - declined to state50%

Geometry

All Students10%
Females7%
Males13%
African American11%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented26%
Parent education - not a high school graduate6%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)13%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students48%
Females41%
Males60%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)54%
Parent education - college graduate54%
Parent education - graduate school/post graduate39%
Parent education - declined to staten/a

Physics

All Students93%
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 disadvantaged100%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students58%
Females47%
Males71%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged70%
Students with disability24%
Students with no reported disability60%
English learner6%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate33%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)57%
Parent education - college graduate72%
Parent education - graduate school/post graduate81%
Parent education - declined to state62%

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.

791 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
95%

2010

 
 
91%

2009

 
 
85%
Math

The state average for Math was 84% in 2012.

790 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
92%

2010

 
 
91%

2009

 
 
85%
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 Students90%
Females93%
Males87%
African American96%
Asian86%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged95%
Economic Status Unknownn/a
Students with disability38%
Tested with modificationsn/a
English learner45%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students92%
Females94%
Males90%
African American96%
Asian93%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged89%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disability55%
Tested with modificationsn/a
English learner63%
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
Hispanic 57% 51%
White 36% 27%
Asian 3% 11%
Black 3% 7%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 142%N/A54%
English language learners 26%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 95% 85%
Cantonese 1% 2%
Japanese 1% 0%
Portuguese 1% 0%
All other non-English languages 0% 1%
Farsi (Persian) 0% 0%
Gujarati 0% 0%
Mandarin (Putonghua) 0% 1%
Punjabi 0% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 30N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 94%N/A96%
Emergency credential or waiver 5%N/A2%
Source: CA Dept. of Education, 2008-2009

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79-255 Westward Ho Drive
La Quinta, CA 92253
Website: Click here
Phone: (760) 772-4150

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