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GreatSchools Rating

La Quinta High School

Public | 8-12 | 2985 students

 
 

Last modified
Community Rating

4 stars


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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 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 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 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 2013.

This school's
API score

841

Change from
2012 to 2013

+9

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

841

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+9

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

9 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 50% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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English Language Arts

The state average for English Language Arts was 57% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
n/a

2010

 
 
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General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
n/a

2010

 
 
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Science

The state average for Science was 67% in 2013.

2013

 
 
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2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2013.

478 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
30%

2011

 
 
24%

2010

 
 
25%
Algebra II

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

34 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
89%

2011

 
 
100%

2010

 
 
82%
Biology/Life Sciences

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

174 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
90%

2011

 
 
95%

2010

 
 
93%
Earth Science

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

558 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
59%

2011

 
 
57%

2010

 
 
49%
English Language Arts

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

699 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
69%

2011

 
 
70%

2010

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

194 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
56%

2011

 
 
70%

2010

 
 
61%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

66 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
92%

2011

 
 
88%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

61 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
15%

2011

 
 
2%

2010

 
 
6%
Algebra II

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

190 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
57%

2010

 
 
57%
Biology/Life Sciences

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

466 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
57%

2011

 
 
52%

2010

 
 
50%
Chemistry

The state average for Chemistry was 46% in 2013.

234 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
88%

2010

 
 
79%
Earth Science

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

38 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
76%

2011

 
 
48%

2010

 
 
77%
English Language Arts

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

692 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
62%

2010

 
 
57%
Geometry

The state average for Geometry was 15% in 2013.

299 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
22%

2011

 
 
27%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

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

29 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
81%

2011

 
 
73%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

696 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
74%

2011

 
 
71%

2010

 
 
67%
World History

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

650 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
49%

2011

 
 
46%

2010

 
 
43%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

191 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
22%

2011

 
 
21%

2010

 
 
15%
Biology/Life Sciences

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

126 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%

2011

 
 
91%

2010

 
 
79%
Chemistry

The state average for Chemistry was 32% in 2013.

225 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
55%

2011

 
 
60%

2010

 
 
57%
Earth Science

The state average for Earth Science was 37% in 2013.

317 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
51%

2011

 
 
53%

2010

 
 
50%
English Language Arts

The state average for English Language Arts was 48% in 2013.

667 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
62%

2011

 
 
61%

2010

 
 
57%
Geometry

The state average for Geometry was 8% in 2013.

184 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
10%

2011

 
 
12%

2010

 
 
6%
High School (Summative) Mathematics (Grade 9-11)

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

173 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
48%

2011

 
 
54%

2010

 
 
40%
Physics

The state average for Physics was 58% in 2013.

24 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
93%

2011

 
 
90%

2010

 
 
86%
U.S. History

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

696 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
58%

2011

 
 
61%

2010

 
 
59%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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English Language Arts

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General Mathematics (Grades 6 & 7 Standards)

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Geometry

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Students with no reported disabilityn/a
English learnern/a
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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

History - Social Science Grade 8 Cumulative

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Migrant educationn/a
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Parent education - graduate school/post graduaten/a
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Science

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White (not Hispanic)n/a
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Non-economically disadvantagedn/a
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English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students34%
Females30%
Males37%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged29%
Non-economically disadvantaged41%
Students with disability11%
Students with no reported disability35%
English learner16%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented44%
Parent education - not a high school graduate25%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)38%
Parent education - college graduate40%
Parent education - graduate school/post graduate28%
Parent education - declined to staten/a

Algebra II

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students98%
Females99%
Males96%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino99%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)99%
Economically disadvantaged97%
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate87%
Parent education - high school graduate100%
Parent education - some college (includes AA degree)98%
Parent education - college graduate98%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Earth Science

All Students70%
Females60%
Males78%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged64%
Non-economically disadvantaged77%
Students with disability27%
Students with no reported disability73%
English learner23%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate59%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)77%
Parent education - college graduate80%
Parent education - graduate school/post graduate65%
Parent education - declined to state64%

English Language Arts

All Students76%
Females75%
Males77%
African American81%
Asian67%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged69%
Non-economically disadvantaged84%
Students with disability33%
Students with no reported disability77%
English learner14%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate59%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)79%
Parent education - college graduate91%
Parent education - graduate school/post graduate83%
Parent education - declined to state91%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students67%
Females60%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged68%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate61%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)62%
Parent education - college graduate65%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

All Students83%
Females79%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged84%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate77%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students9%
Females7%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged10%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)16%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students64%
Females59%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged71%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate73%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)61%
Parent education - college graduate64%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Biology/Life Sciences

All Students58%
Females59%
Males57%
African American77%
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged52%
Non-economically disadvantaged66%
Students with disability20%
Students with no reported disability63%
English learner15%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate44%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)59%
Parent education - college graduate66%
Parent education - graduate school/post graduate62%
Parent education - declined to state77%

Chemistry

All Students87%
Females82%
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged87%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate89%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)88%
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Earth Science

All Students74%
Females57%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged60%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students66%
Females69%
Males62%
African American83%
Asian83%
Filipino100%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged55%
Non-economically disadvantaged79%
Students with disability18%
Students with no reported disability67%
English learner9%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate42%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)70%
Parent education - college graduate76%
Parent education - graduate school/post graduate83%
Parent education - declined to state62%

Geometry

All Students22%
Females20%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantaged23%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented49%
Parent education - not a high school graduate3%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)22%
Parent education - college graduate24%
Parent education - graduate school/post graduate32%
Parent education - declined to staten/a

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

All Students79%
Females64%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantagedn/a
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students78%
Females76%
Males80%
African American78%
Asian89%
Filipino100%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged72%
Non-economically disadvantaged86%
Students with disability30%
Students with no reported disability80%
English learner38%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate61%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)83%
Parent education - college graduate79%
Parent education - graduate school/post graduate87%
Parent education - declined to state86%

World History

All Students49%
Females41%
Males57%
African American59%
Asian80%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged43%
Non-economically disadvantaged56%
Students with disability11%
Students with no reported disability53%
English learner16%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate41%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)51%
Parent education - college graduate58%
Parent education - graduate school/post graduate54%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students27%
Females24%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged26%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented37%
Parent education - not a high school graduate22%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)21%
Parent education - college graduate26%
Parent education - graduate school/post graduate13%
Parent education - declined to staten/a

Biology/Life Sciences

All Students87%
Females88%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged78%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)91%
Parent education - college graduate94%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Chemistry

All Students59%
Females56%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged58%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate50%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)57%
Parent education - college graduate58%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Earth Science

All Students64%
Females54%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged58%
Non-economically disadvantaged76%
Students with disability41%
Students with no reported disability67%
English learner23%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate51%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)67%
Parent education - college graduate84%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

English Language Arts

All Students61%
Females64%
Males58%
African American65%
Asian50%
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)74%
Economically disadvantaged54%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability62%
English learner15%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate45%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)65%
Parent education - college graduate69%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Geometry

All Students15%
Females10%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged16%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability15%
English learner8%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented40%
Parent education - not a high school graduate19%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)16%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students59%
Females51%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged55%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)61%
Parent education - college graduate67%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

Physics

All Students92%
Femalesn/a
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only96%
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 Students65%
Females63%
Males68%
African American67%
Asian47%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged56%
Non-economically disadvantaged74%
Students with disability20%
Students with no reported disability68%
English learner14%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate49%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)73%
Parent education - college graduate80%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

739 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
90%

2011

 
 
95%

2010

 
 
91%
Math

The state average for Math was 84% in 2013.

745 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%

2011

 
 
92%

2010

 
 
91%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students93%
Females96%
Males91%
Gender Unknownn/a
African American100%
Asian100%
Filipino92%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disability55%
Tested with modificationsn/a
English learner60%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students92%
Females94%
Males90%
Gender Unknownn/a
African American100%
Asian100%
Filipino92%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged94%
Economic Status Unknownn/a
Students with disability53%
Tested with modificationsn/a
English learner60%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school 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 42%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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

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