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Teacher quality
Principal leadership
Parent involvement
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
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
Awesome International Baccalaureate & Culinary Arts programs!
—Submitted by a parent
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
478 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
280 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
497 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
732 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
558 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
195 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
735 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
274 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
732 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
710 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
237 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
563 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
592 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 30% |
| Females | 31% |
| Males | 28% |
| African American | 32% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 39% |
| Students with disability | 9% |
| Students with no reported disability | 31% |
| English learner | 17% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 75% |
| Males | 96% |
| African American | 93% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 92% |
| African American | 91% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 57% |
| Males | 61% |
| African American | 68% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 68% |
| Students with disability | 42% |
| Students with no reported disability | 61% |
| English learner | 28% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 74% |
| Males | 65% |
| African American | 81% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 83% |
| Students with disability | 43% |
| Students with no reported disability | 70% |
| English learner | 0% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 67% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 50% |
| Males | 65% |
| African American | 59% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 88% |
| Males | 94% |
| African American | 89% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 95% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 15% |
| Females | 10% |
| Males | 19% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 0% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 52% |
| Males | 74% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 55% |
| Males | 58% |
| African American | 72% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 68% |
| Students with disability | 17% |
| Students with no reported disability | 61% |
| English learner | 6% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 17% |
| All Students | 90% |
| Females | 85% |
| Males | 95% |
| African American | 91% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 70% |
| Males | 60% |
| African American | 81% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 0% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 31% |
| All Students | 22% |
| Females | 20% |
| Males | 23% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | 15% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 16% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | n/a |
| Males | n/a |
| African American | 79% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 72% |
| Males | 76% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 14% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 38% |
| All Students | 49% |
| Females | 40% |
| Males | 56% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 58% |
| Students with disability | 7% |
| Students with no reported disability | 52% |
| English learner | 9% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 8% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 17% |
| Males | 28% |
| African American | 24% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | 11% |
| Parent education - declined to state | 40% |
| All Students | 89% |
| Females | 87% |
| Males | 93% |
| African American | 93% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 44% |
| Males | 67% |
| African American | 59% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 79% |
| All Students | 51% |
| Females | 36% |
| Males | 65% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 60% |
| Students with disability | 28% |
| Students with no reported disability | 55% |
| English learner | 6% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 67% |
| All Students | 62% |
| Females | 58% |
| Males | 68% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 0% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 50% |
| All Students | 10% |
| Females | 7% |
| Males | 13% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 26% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 41% |
| Males | 60% |
| African American | 53% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 39% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 47% |
| Males | 71% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 70% |
| Students with disability | 24% |
| Students with no reported disability | 60% |
| English learner | 6% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 62% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
791 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
790 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 90% |
| Females | 93% |
| Males | 87% |
| African American | 96% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | 38% |
| Tested with modifications | n/a |
| English learner | 45% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 90% |
| African American | 96% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 55% |
| Tested with modifications | n/a |
| English learner | 63% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 42% | N/A | 54% |
| English language learners 2 | 6% | N/A | 24% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |


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