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GreatSchools Rating

Tesoro High School

Public | 9-12 | 2622 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
Based on 1 rating

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26 reviews of this school


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Posted June 5, 2012

Initially I was reluctant to send my son to Tesoro after the negative experience he had at Las Flores Middle School. He was bullied at LFMS. I even looked into having him do open enrollment either at Capo Valley High School or San Juan Hills High School. In the end we decided to give our neighborhood high school a try for one year. We have had nothing but a very positive experience with Tesoro from the teachers, support staff and guidance counselors. The teachers take an interest in the students doing their best and reaching their full potential. He is involved with a team sport and hangs out with a nice group of kids at school. Since he had such a good experience his freshman year, I plan to have him continue at Tesoro until he graduates.
—Submitted by a parent


Posted January 28, 2011

The level of commitment by the teachers compounded by an outstanding extra curricular activities and programs to ensure academic excellence in a global environment. Performing arts dept, Orchestra, and athletics are outstanding. The academic programs are challenging and the expectations are high. I consider this a must towards success in the long term.
—Submitted by a parent


Posted January 15, 2010

Academically, they seem ready to teach and challenge students working at a more advanced level. Many great teachers who really add the personal touch (and a bad apple here and there). But not a lot is offered to help students who are struggling. They should put together some teacher directed peer study and tutor programs. Also, until School-Loop, it was very difficult to keep current on student progress in classes - teachers don't communicate with parents very well. Extra curricular activities abound and are excellent. They tend to be very demanding time hogs, and you better be prepared to fork over the cash. Our experience with parent organizations (boosters) has been mostly negative, some of the key people forming exclusive cliques in order to control, rather than lead. As noted in other reviews, traffic and parking are lousy.
—Submitted by a parent


Posted May 28, 2009

I am a parent that has experienced two kids go through in 8 years and would like to share that my overall experience at the school has been outstanding. Of course, for the nay-sayers, their under performing kids are never to blame. Of course it's someone else's fault. I have found that the teachers kept my children engaged and displayed a sincere interest in my child. The support staff has been tough to deal with at times, but I understand that the rules are in place to ensure all kids are treated fairly and the enducation and safety of the kids comes first. The performing arts department is top notch. The athletic department is solid. The Principal is a hoot! Probably the only high school administrator in the State that still pulls traffic duty before and after school. Only pitfall is access to the school (one entrance).
—Submitted by a parent


Posted April 22, 2009

Im currently a student here and I couldn't be more unhappy. If your child has a hard time in math or foreign language, this is the worst school to send them to. I'm not a bad kid, iv'e never gotten a detention, I know all the supervisors personally, I'm involved in numerous extra curriculars however the academics department is slacking, if your not an advanced student it feels like they just stick you in the corner and they give you nothing to help you succeed and learn. On a positive note for the school, the history and english department are satisfactory.
—Submitted by a parent


Posted February 9, 2009

This school may be serving the needs of ap students but falls terribly short for average students. The guidence dept is either disinterested or overburdened. The same can be said of most of the teaching staff.
—Submitted by a parent


Posted September 15, 2008

The teachers, administrators and support staff are wonderful. The school offers activities for students with diverse interests.
—Submitted by a parent


Posted August 23, 2008

Tesoro is the gem among the CUSD school district high schools. This has been accomplished by the leadership of a caring and involved principal and for the most part, outstanding teachers. The school population is extremely large although decreasing with the opening of San Juan Hills. Tesoro has an outstanding PTSA and a school foundation, Education for the Children (EFC), totally involved in the school's success. The AP/Honors academic programs and teachers are tremendous. The real accomplishment for Tesoro is the choir, instrumental music programs, marching band, and the drama department, all award winning, led by talented, dedicated teachers. The 'Knowledge Center', the Library and Computer Lab, is an innovative combination of technology and books, staffed by an exceptional Librarian. Parent involvement is a key success, although too much emphasis is placed on the athletic programs. The weakest area at Tesoro is it's guidance department.
—Submitted by a parent


Posted August 21, 2008

i love this scool it is the best! its fun to lurn there and there are so many veriatys of classes you can choose,the games are great and so are the dances.its to crodded though,thats how good of a school it is.:) everyone i now loves it there and would not want to go to another school.wen i have kids i hope they can go there! its better then sm the cathlic school becuz i went there for a year and hated it! but then i went to tesoro and man is it the best?:D
—Submitted by a student


Posted February 7, 2008

I was in the first full graduating class at Tesoro. It has gotten really crowded and the student parking situation is definitely not complementary to the number of students. However, the teachers are really helpful and the school is very safe. Most classes are challenging, which is great. I was also in the IDEA honors program, and I felt that it was not too different from the regular honors program. I was also in the WASC (Western Association of Schools and Colleges) Committee, and I remember that THS received the best optimal ratings a school can get. Overall, the school is amazing and I had a really good experience.
—Submitted by a student


Posted March 28, 2007

Although crowded, we have been very pleased with Tesoro. The office staff is helpful and courteous, the teachers always respond immediately when you contact them, and the principal is more involved than any I've seen. This is a staff that really cares about the kids. We attended an honors ceremony last year and were astounded at how many exceptional students there were. 100% were moving on to schools such as MIT, Yale, Harvard, Chapman, Cal Poly SLO, Annapolis and Stanford. The only areas that need work are overcrowding, not enough student parking, and only one access road in and out of the school. Everything else has been an exceptional experience.
—Submitted by a parent


Posted March 25, 2007

Our experience has been very frustrating. The guidance office seems to want to help, but with the overcrowding at the school, they just cannot keep up. If you have a student who needs a little extra help, you're not going to receive it and it is a frustrating process to sift through to find an appropriate solution. Teachers could be more involved with parents. The school should have more after school tutoring programs available for math and reading. The school has many AP classes for the top students, but lower students get little help and fall through the cracks. Some of the classroom portables are in poor shape with some having a very 'musty' smell. The amount of students in classroom requiring more teacher help like math and foreign language is too high.
—Submitted by a parent


Posted January 24, 2007

Tesoro High School is generally a good school. Its API scores are great, and the IDEA Academy is also a point of interest. The IDEA Academy is a science/ engineering program that is only held at Tesoro. The staff are pretty nice, but the weak points include the overcrowding, guidance office (there simply aren't enough counselors per student) and extracurricular activities like MUN, Science Olympiad, and etc. as the school is only 6 years old and doesn't have as strong as a foundation on such activities as older, more well-established schools do.
—Submitted by a parent


Posted October 12, 2006

This school is overcrowded and it's obvious that those hiring just dont care if teachers have the ability to effectively communicate their curriculum to the students. Since the school opened, the quality of instruction has declined greatly year over year. The sheer number of people and cars that could be trapped down in that location with only one access road should a disaster occur is horrific to consider! What was the district and county thinking?? On the positive side, the extracurricular activities are numerous and the sports programs are great--except for the fact that the percentage of those accepted on teams is very small due to the student population.
—Submitted by a parent


Posted September 19, 2006

I am very disappointed about the administrive staff of this school. They only want to satisfy the minimum requirements instead of aiming for higher achievements. They don't encourage students to take more challenges to succeed. Some individuals in the staff perform their tasks poorly and unprofessional. Their communication with parents is very ineffective and inflexible. If you want your child to be successful, I would not recommend this school.
—Submitted by a parent


Posted April 10, 2006

Its a very outstanding school. Great acedemics and an outstanding athletic program.
—Submitted by a student


Posted February 13, 2006

Large school with big classes but challenging ap and accelerated courses. Great english and math program.
—Submitted by a student


Posted January 13, 2006

Very large, but good AP classes, extracurricular activities and music program.
—Submitted by a parent


Posted October 11, 2005

This school has been a big disappointment. It's administrative staff runs the school more like a prison institution than institution of learning. Many of the teachers are quite capable but the leadership leaves much to be desired.
—Submitted by a former student


Posted August 27, 2005

Both my children have gone to ANLC since they were 5 years old. ANLC is a school where the children come first. Each child is encouraged to do their personal best without being labeled as the smart or dumb kids. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name. She is a great example of a leader and I will miss seeing her everyday as my daughter graduates this year. Thank you ANLC for bringing out the best in my children and giving them the encouragement and confidence they need to go out into the world!
—Submitted by a student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

893

Change from
2011 to 2012

+10

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

7 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

893

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+10

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

10 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

7 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

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

210 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
67%

2010

 
 
70%

2009

 
 
57%
Algebra II

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

97 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
99%

2010

 
 
94%

2009

 
 
75%
Biology/Life Sciences

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

569 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
91%

2010

 
 
95%

2009

 
 
90%
Earth Science

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

2012

 
 
n/a

2011

 
 
38%

2010

 
 
51%

2009

 
 
42%
English Language Arts

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

579 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
88%

2010

 
 
86%

2009

 
 
78%
General Mathematics (Grades 6 & 7 Standards)

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

103 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
44%

2010

 
 
33%

2009

 
 
41%
Geometry

The state average for Geometry was 48% in 2012.

175 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
77%

2010

 
 
85%

2009

 
 
73%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

76 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
99%

2010

 
 
98%

2009

 
 
94%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

100 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
23%

2010

 
 
34%

2009

 
 
22%
Algebra II

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

164 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
67%

2010

 
 
62%

2009

 
 
52%
Biology/Life Sciences

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

158 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
59%

2010

 
 
71%

2009

 
 
72%
Chemistry

The state average for Chemistry was 51% in 2012.

337 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
83%

2010

 
 
83%

2009

 
 
84%
Earth Science

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

68 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
15%
English Language Arts

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

596 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
76%

2010

 
 
72%

2009

 
 
73%
Geometry

The state average for Geometry was 17% in 2012.

203 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
36%

2010

 
 
43%

2009

 
 
28%
High School (Summative) Mathematics (Grade 9-11)

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

83 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
94%

2010

 
 
91%

2009

 
 
80%
Science

The state average for Science was 53% in 2012.

594 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
83%

2010

 
 
75%

2009

 
 
77%
World History

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

570 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
80%

2010

 
 
76%

2009

 
 
73%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

32 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
19%

2010

 
 
25%

2009

 
 
9%
Algebra II

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

201 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
18%

2010

 
 
29%

2009

 
 
21%
Biology/Life Sciences

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

182 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
80%

2010

 
 
83%

2009

 
 
74%
Chemistry

The state average for Chemistry was 34% in 2012.

159 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
80%

2010

 
 
68%

2009

 
 
62%
Earth Science

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

23 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
47%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

602 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
69%

2010

 
 
69%

2009

 
 
62%
Geometry

The state average for Geometry was 9% in 2012.

74 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
29%

2010

 
 
14%

2009

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

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

238 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
80%

2010

 
 
86%

2009

 
 
65%
Physics

The state average for Physics was 56% in 2012.

83 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
80%

2010

 
 
83%

2009

 
 
81%
U.S. History

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

599 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
74%

2010

 
 
76%

2009

 
 
73%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students61%
Females61%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged68%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate64%
Parent education - graduate school/post graduate71%
Parent education - declined to state58%

Algebra II

All Students99%
Females98%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)98%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented99%
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 graduate97%
Parent education - declined to state100%

Biology/Life Sciences

All Students79%
Females81%
Males78%
African Americann/a
Asian91%
Filipino85%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged52%
Non-economically disadvantaged82%
Students with disability48%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate81%
Parent education - graduate school/post graduate90%
Parent education - declined to state76%

Earth Science

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

English Language Arts

All Students86%
Females89%
Males82%
African Americann/a
Asian94%
Filipino85%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged70%
Non-economically disadvantaged87%
Students with disability41%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
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)77%
Parent education - college graduate87%
Parent education - graduate school/post graduate91%
Parent education - declined to state84%

General Mathematics (Grades 6 & 7 Standards)

All Students40%
Females37%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)41%
Economically disadvantaged26%
Non-economically disadvantaged43%
Students with disability24%
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only40%
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)25%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

Geometry

All Students84%
Females81%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented97%
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 graduate83%
Parent education - graduate school/post graduate82%
Parent education - declined to state87%

Integrated/Coordinated Science 1

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

World History

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
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 graduate100%
Parent education - declined to state100%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students23%
Females18%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)21%
Economically disadvantagedn/a
Non-economically disadvantaged22%
Students with disability12%
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only23%
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)21%
Parent education - college graduate17%
Parent education - graduate school/post graduate27%
Parent education - declined to state25%

Algebra II

All Students70%
Females72%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented74%
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 graduate77%
Parent education - graduate school/post graduate71%
Parent education - declined to state65%

Biology/Life Sciences

All Students56%
Females54%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged31%
Non-economically disadvantaged58%
Students with disability19%
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only57%
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)67%
Parent education - college graduate65%
Parent education - graduate school/post graduate48%
Parent education - declined to state51%

Chemistry

All Students92%
Females89%
Males96%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)93%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to state89%

Earth Science

All Students79%
Females71%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
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 graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to state76%

English Language Arts

All Students79%
Females79%
Males79%
African Americann/a
Asian84%
Filipino71%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged50%
Non-economically disadvantaged81%
Students with disability25%
Students with no reported disability82%
English learner33%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate80%
Parent education - graduate school/post graduate84%
Parent education - declined to state77%

Geometry

All Students44%
Females37%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged18%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)33%
Parent education - college graduate41%
Parent education - graduate school/post graduate52%
Parent education - declined to state45%

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

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
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 graduate100%
Parent education - declined to state100%

Science

All Students82%
Females81%
Males83%
African Americann/a
Asian92%
Filipino86%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged34%
Non-economically disadvantaged85%
Students with disability39%
Students with no reported disability84%
English learner17%
Fluent-English proficient and English only83%
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)86%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to state77%

World History

All Students77%
Females70%
Males84%
African Americann/a
Asian89%
Filipino77%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged52%
Non-economically disadvantaged79%
Students with disability33%
Students with no reported disability80%
English learner31%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate82%
Parent education - graduate school/post graduate83%
Parent education - declined to state73%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students16%
Females14%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
White (not Hispanic)21%
Economically disadvantagedn/a
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only17%
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 state20%

Algebra II

All Students28%
Females21%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged19%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)21%
Parent education - college graduate20%
Parent education - graduate school/post graduate32%
Parent education - declined to state29%

Biology/Life Sciences

All Students84%
Females81%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged54%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only84%
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)77%
Parent education - college graduate82%
Parent education - graduate school/post graduate88%
Parent education - declined to state84%

Chemistry

All Students78%
Females71%
Males84%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate75%
Parent education - graduate school/post graduate88%
Parent education - declined to state76%

Earth Science

All Students83%
Femalesn/a
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)75%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only82%
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 state83%

English Language Arts

All Students80%
Females81%
Males79%
African Americann/a
Asian94%
Filipino92%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged66%
Non-economically disadvantaged81%
Students with disability21%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only80%
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)78%
Parent education - college graduate82%
Parent education - graduate school/post graduate84%
Parent education - declined to state79%

Geometry

All Students21%
Females20%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
White (not Hispanic)23%
Economically disadvantagedn/a
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only21%
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 graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

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

All Students80%
Females74%
Males85%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate76%
Parent education - graduate school/post graduate75%
Parent education - declined to state81%

Physics

All Students89%
Females89%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented94%
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 graduate75%
Parent education - declined to state88%

U.S. History

All Students83%
Females78%
Males87%
African Americann/a
Asian85%
Filipino92%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged75%
Non-economically disadvantaged83%
Students with disability37%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate82%
Parent education - graduate school/post graduate88%
Parent education - declined to state82%

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

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

604 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
98%

2010

 
 
94%

2009

 
 
96%
Math

The state average for Math was 84% in 2012.

602 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
95%

2010

 
 
95%

2009

 
 
96%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students96%
Females97%
Males94%
African Americann/a
Asian95%
Filipino93%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state95%
Economically disadvantaged91%
Non-economically disadvantaged97%
Economic Status Unknown95%
Students with disability54%
Tested with modificationsn/a
English learner62%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females97%
Males97%
African Americann/a
Asian100%
Filipino93%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state86%
Economically disadvantaged85%
Non-economically disadvantaged98%
Economic Status Unknown97%
Students with disability67%
Tested with modificationsn/a
English learner69%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 78% 28%
Hispanic or Latino 8% 49%
Asian 7% 8%
Multiple or No Response 3% 3%
African American 2% 7%
Filipino 2% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 12%N/A24%
Students eligible for free or reduced-price lunch program 24%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 57% 85%
Filipino (Pilipino or Tagalog) 14% 1%
Farsi (Persian) 5% 0%
Korean 5% 1%
French 3% 0%
German 3% 0%
Hindi 3% 0%
Khmer (Cambodian) 3% 0%
Mandarin (Putonghua) 3% 1%
Rumanian 3% 0%
Russian 3% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 31N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 99%N/A96%
Emergency credential or waiver 10%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1 Tesoro Creek Road
Las Flores, CA 92688
Website: Click here
Phone: (949) 234-5310

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