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GreatSchools Rating

Horizon Charter School

Charter | K-12

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 10 ratings
2012:
Based on 15 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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47 reviews of this school


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Posted August 31, 2014

This charter school pays less than most of the other charter schools in the area. I've also heard their teachers are paid less than most of the other charter schools.
—Submitted by a parent


Posted August 6, 2014

This will be our 5th year with Horizon Charter. We really love our ST, but the school itself is laughably - and frustratingly - unorganized a lot of the time. We do the 100% homeschooling program, so we are less affected by that than I suppose we would be if we utilized any of the core classes. I have never found a good reason to trust my children's core subjects to the Auburn site - I'll leave it at that. We have, in the past, utilized Friday enrichment classes there (which dwindle down every year - this year there is only one, and currently it shows as merely "tentative"), which were OK, though I must admit I was annoyed that the teachers offered my kids soda, candy, and/or other junk food every single week. My kids refused the soda upfront, but eventually I had to tell them to quit taking the candy as well. Heavy pressure to teach-to-the-test, even in the 100% Homeschooling program. We may quit soon. The school seems able to offer us less and less of anything educationally valuable or useful (there isn't a single enrichment class left for my youngest child, now a 4th grader, for the second year in a row). School gets worse every year, IMHO.
—Submitted by a parent


Posted October 23, 2013

I have been going to Horizon since 7th grade and I am currently in 11th. The school is very laid back, and mostly all the kids in my class have always been close. This is a great school if you want your kid to feel comfortable and avoid getting bullied, but the education isn't the best. Everything has always been very easy, and when it comes to the state testing everyone always looks confused a bit. I enjoyed my time here and met some of the greatest people I wouldn't have met elsewhere. --a student


Posted August 6, 2013

We love this school, this will be my fifth year. My children are educated at home and they attend the Friday classes at the Roseville site. My oldest daughter has special needs and their Special Education dept. is the best! She attends once a week: OT, speech and resource. The teachers and therapists are awesome. Received my curriculum early this year - I'm ready before school starts. Awesome school library - lots of support in however you choose to educate at home. My Supervising Teacher is wonderful, my kids love her.
—Submitted by a parent


Posted June 18, 2013

We love this school. We have been a part of the home school programs and Lincoln Montessori, they both are excellent and have provided our children with a fantastic education. The staff at both are dedicated and caring; they live out personalized learning. The upper teachers at LMCC proved their commitment to us and I would highly recommend them. Parents need to step up and be part of a solution than a problem, both programs are built on parent involvement. Charter schools do not have all the bells and whistles of regular schools; if that is what you are looking for than don't look to charter schools. Thank you Horizon for giving us excellent choice and quality programs.
—Submitted by a parent


Posted May 1, 2013

well after looking at all the other parent comments it sounds like its a different school. my daughter attends HCA Elk Grove. We have had some trouble with keeping a regular school administrator and teachers for the math classes. however, mrs Judith hayes has been a godsend. she is engaged, listens and has worked very hard to bringing the school up to par. I am satisfied and hope that there will still be an elk grove chapter by the time my daughter graduates. all the problems began with the previous administration. now the current admin has to clean up the mess left behind and sadly the children have to pay the price. hopefully next year things will start to calm down and smooth out. I for one am very happy!
—Submitted by a parent


Posted February 22, 2013

My child attended a local public school and was left alone to go to the restroom and other places on the campus, the children at the public school were out of control and the Principle did nothing. After working with the staff at LMCC I found them to be extremely attentive to the children and concerned for the well being of them when speaking with the office and volunteering in the classrom as a parent. The Montessori Meathods need to be learned by parents to understand how the children learn in this self directed independent way. It has been a pleasure to have lower class size and freedom for my child to explore rather than be hearded lack cattle (children are given a number at public school) and my child is not sitting at a desk listening to teacher for six hours a day and being told to do one worksheet after another. Now she does PE and art projects and children are disciplined if they step out of line....Something I did not see at the local public school.
—Submitted by a parent


Posted February 5, 2013

Not the best experience for our family. Just pulled our kids. Kids have a lot of time on their hands to finish boring worksheets and not engage. School constantly had outbreaks of head lice (and yes I know this happens everywhere) but it seemed that every month I got a notice about head lice, and it wasn't like that at other schools. My advice is keep looking around there has to be a better option.
—Submitted by a parent


Posted February 5, 2013

I have had two experiences at Horizon with LMCC and homeschooling. First, when I went to enroll at the office on Nicholaus Road, the secretary seemed like it was the first time someone had asked to enroll in a school; it was very disorganized from the start. I chalked it up to her having a bad day. Then we took our kids to LMCC. There are two strong teachers, but the rest have the reputation (and we had the first-hand experience) of not being that great, or parents tolerate the weak teachers to get to the two good ones. I was in the classrooms, and it was overcrowded and cluttered. Only one teacher per class for a full class did not work out well. I thought Montessori had an assistant in every classroom, so a lot of kids are left on their own, unless they were misbehaving and got most of the attention. Not okay in our book so we went to homeschooling. I had a very hands-off type of supervising teacher so that was fine, but both LMCC and homeschooling lacked structure which may be fine for some families. Just not for us. The reputation of LMCC older grades and teacher is not very good; parents tend to pull their kids at some point.
—Submitted by a parent


Posted February 4, 2013

Fantastic school that supports parental choice! The teachers are caring and passionate. We love the opportunities afforded to us by this school .
—Submitted by a parent


Posted January 7, 2013

My daughter Attends Lincoln Montessori Community Co-op (LMCC) which is part of Horizon Charter Schools. She loves it and so do I. This is her second year and she has grown by leaps and bounds both academically and socially. The children learn at their own pace so that they are always challenged, but never overwhelmed. The principle, teachers, and other staff are all awesome from my experience. I've seen some of the other reviews on here and I notice that the poor ones are referring to the ALA program that closed down. I understand the anger and frustration that those families feel. I just hope that those reviews won't shed a negative light on LMCC because I would hate for anyone to miss out on such a great opportunity. It's basically like getting the benefits of a small private school without the cost since it's a charter. This school is one of the best things that has happened to our family. We started out at our local public school and there's just no comparison as far as I'm concerned.
—Submitted by a parent


Posted January 3, 2013

I home-schooled with this organization for two years and was extremely happy. When the opportunity arouse to get my children in an exceptional site-based school they offered, I jumped at the chance. We were in love, until the administration completely failed us and closed the doors in an extremely questionable and unprofessional manner. The same leadership is in charge of the home-school program. They have taken no ownership in the situation and have destroyed the amazing experience for many children. I hope you do not choose this school on principal. I thoroughly expect for them to close the whole program at some point with no warning. I wouldn't be surprised if they attempt to re-open in another name. Research the leadership and make sure you don't sign up for any school they are associated with! Oh yeah, and remember this is your tax dollars they are abusing.
—Submitted by a parent


Posted December 19, 2012

I have been an employee of Horizon Charter school since 1998. It is a great job to have. It is a wonderful school with caring teachers and staff. We have a variety of programs to educate your child. They receive a personalized education. Our 2 administrators at the present time have my full respect and appreciation. .
—Submitted by a teacher


Posted December 13, 2012

Lincoln Montessori (LMCC) is one of many Horizon programs. It is a wonderful, small school with the most approachable and kind principal I have ever met. She has been involved with the school since it's start over 13 years ago and making this school an excellent academic community is her top priority from my experience. The campus is very nice and so well-run. The secretary is amazingly well-organized and information distribution is great. Any students' need for more or less academic challenge can be accommodated because classrooms are generally multi-level. We are very fortunate to be a part of Lincoln Montessori!
—Submitted by a parent


Posted December 5, 2012

CEO and administration only care about their paycheck and don't care about the students and teachers at all. My son didn't get math textbook until 5th week into session (and shut down at the end of 6th week). I heard some teachers purchased textbooks using their own credit cards because the administration won't provide. With 391 students with ADA funding, how is it possible not to have the textbooks ready for the students? I am sure the CEO and administrations were always paid on time while my son lost school site and most of his friends in the middle of school year. Don't believe the administration! They only want your money.
—Submitted by a parent


Posted December 3, 2012

It is not surprising to me that the Accelerated Learning Academy has closed its doors. The leadership of the CEO as well as many of the administration has been horrendous. I feel horrible for the teachers, parents and students involved in this mess. I do, however, fail to understand why so many people would choose to remain at a sub-par school when we have so many excellent public schools in Placer County. Hopefully, the good that may come out of this is that some of the parents will try these schools and find out that the leadership and organization far exceeds anything that Horizon could ever offer. I made the mistake of enrolling my child last year, only to find that he was bullied there FAR MORE than at any public school that he had been enrolled in prior to attending ALA. The administration did not address our concerns and didn't seem to care that our son was being emotionally and physically bullied on a daily basis. So thankful that we used our brains and pulled him out before this huge mess began this school year. I will never recommend Horizon to anyone again. FYI- He is thriving and having a wonderful school year at our local public school :)
—Submitted by a parent


Posted December 1, 2012

The Horizon administration is NOT to be trusted. They have abruptly shut down an extremely successful and beloved program, their Accelerated Learning Academy, with no clear justification. This despite great promises all last summer about expansion and new facilities. The teachers are amazing, the family commitment has been unstinting, but the administration has been intransigent. Make sure you Google Craig Heimbichner and Cynthia Verdugo Wood to see further questionable background on these two lead administrators before you waste any more time considering entrusting your child's education to them.
—Submitted by a parent


Posted November 30, 2012

Something is REALLY wrong at this school--it is looking for profit at the cost of children. Be very careful--the administration is the problem--they do not think they need to communicate with parents, media, teachers, or students. They forget that they are a CA public school --taking CA money--there needs to be accountability and transparency.


Posted November 29, 2012

At first this school and the Core Curriculum program were a dream come true. Then the CEO stepped in and ruined everything. Destroyed hundreds of kids educational lives and decimated a program that was stellar -- especially when based on ALA test scores. So sad greedy people had to come in and ruin what turned my son's education and motivation around. Will never attend any Horizon program ever again.
—Submitted by a parent


Posted November 28, 2012

Disastrous bare covers it. The teachers and "Core Curriculum" taught at the school are first rate. It is clear that the teachers love their jobs and are committed to the students. The management & administration is bottom of the barrel. After misrepresenting student enrollment in lease and county permits, the school abruptly shuts down and blames it on the parent community. The same parent community that spent hundreds of hours seeking alternative solutions.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

726

Change from
2012 to 2013

-13

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

8 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

726

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

-13

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

4 / 10

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

8 / 10

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

The state average for English Language Arts was 56% in 2013.

67 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
50%

2011

 
 
61%

2010

 
 
40%
Math

The state average for Math was 65% in 2013.

67 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
58%

2011

 
 
58%

2010

 
 
45%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

60 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
49%

2011

 
 
34%

2010

 
 
33%
Math

The state average for Math was 66% in 2013.

59 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
59%

2011

 
 
44%

2010

 
 
37%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
70%

2011

 
 
58%

2010

 
 
63%
Math

The state average for Math was 72% in 2013.

68 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
46%

2011

 
 
35%

2010

 
 
48%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

63 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
65%

2011

 
 
62%

2010

 
 
70%
Math

The state average for Math was 65% in 2013.

63 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
29%

2011

 
 
32%

2010

 
 
34%
Science

The state average for Science was 57% in 2013.

62 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
50%

2011

 
 
51%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

75 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
58%

2011

 
 
68%

2010

 
 
62%
Math

The state average for Math was 55% in 2013.

75 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
38%

2011

 
 
47%

2010

 
 
42%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
71%
English Language Arts

The state average for English Language Arts was 60% in 2013.

80 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
68%

2011

 
 
77%

2010

 
 
60%
Math

The state average for Math was 52% in 2013.

77 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
35%

2011

 
 
39%

2010

 
 
44%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

36 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
31%

2011

 
 
29%

2010

 
 
37%
English Language Arts

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

96 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
56%

2011

 
 
63%

2010

 
 
58%
General Mathematics (Grades 6 & 7 Standards)

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

52 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
17%

2011

 
 
37%

2010

 
 
26%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
73%
History - Social Science Grade 8 Cumulative

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

97 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
35%

2011

 
 
43%

2010

 
 
49%
Science

The state average for Science was 67% in 2013.

91 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
39%

2011

 
 
51%

2010

 
 
56%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

38 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
7%

2011

 
 
13%

2010

 
 
21%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

13 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
53%

2011

 
 
78%

2010

 
 
53%
Earth Science

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

80 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
29%

2011

 
 
36%

2010

 
 
37%
English Language Arts

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

98 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
54%

2011

 
 
71%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

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

44 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
11%

2011

 
 
29%

2010

 
 
15%
Geometry

The state average for Geometry was 45% in 2013.

19 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
40%

2011

 
 
43%

2010

 
 
42%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
20%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

34 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
6%

2011

 
 
4%

2010

 
 
8%
Algebra II

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

17 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
8%

2011

 
 
n/a

2010

 
 
6%
Biology/Life Sciences

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

93 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
37%

2011

 
 
21%

2010

 
 
36%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
42%
Earth Science

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

17 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
21%

2011

 
 
50%

2010

 
 
24%
English Language Arts

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

133 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
44%

2011

 
 
40%

2010

 
 
44%
Geometry

The state average for Geometry was 15% in 2013.

27 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
19%

2011

 
 
21%

2010

 
 
19%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

130 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
39%

2011

 
 
35%

2010

 
 
36%
World History

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

125 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
25%

2011

 
 
21%

2010

 
 
30%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

15 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
4%

2010

 
 
2%
Algebra II

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

2013

 
 
n/a

2012

 
 
15%

2011

 
 
5%

2010

 
 
0%
Biology/Life Sciences

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

17 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
15%

2011

 
 
5%

2010

 
 
8%
Chemistry

The state average for Chemistry was 32% in 2013.

20 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
23%

2011

 
 
28%

2010

 
 
5%
Earth Science

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

12 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
16%

2011

 
 
15%

2010

 
 
31%
English Language Arts

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

145 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
39%

2011

 
 
36%

2010

 
 
41%
Geometry

The state average for Geometry was 8% in 2013.

13 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
0%

2011

 
 
9%

2010

 
 
16%
High School (Summative) Mathematics (Grade 9-11)

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

17 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
14%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

142 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
20%

2011

 
 
27%

2010

 
 
29%
World History

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

12 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
n/a

2011

 
 
19%

2010

 
 
15%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students33%
Females29%
Males39%
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)40%
Economically disadvantaged29%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only30%
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)13%
Parent education - college graduate48%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Math

All Students47%
Females29%
Males68%
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)49%
Economically disadvantaged43%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only45%
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)39%
Parent education - college graduate57%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students46%
Females38%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged50%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
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)44%
Parent education - college graduate43%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Math

All Students49%
Females32%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged42%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only49%
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)38%
Parent education - college graduate48%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students65%
Females59%
Males71%
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)67%
Economically disadvantaged65%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only65%
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)48%
Parent education - college graduate71%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students49%
Females41%
Males56%
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)49%
Economically disadvantaged49%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only48%
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)34%
Parent education - college graduate52%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students60%
Females62%
Males59%
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)62%
Economically disadvantaged55%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
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)50%
Parent education - college graduate68%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Math

All Students41%
Females38%
Males45%
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)42%
Economically disadvantaged45%
Not economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
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)35%
Parent education - college graduate38%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Science

All Students51%
Females59%
Males43%
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)55%
Economically disadvantaged53%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only52%
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)38%
Parent education - college graduate67%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students63%
Females61%
Males63%
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)67%
Economically disadvantaged55%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)67%
Parent education - college graduate70%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Math

All Students42%
Females34%
Males53%
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)45%
Economically disadvantaged38%
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)44%
Parent education - college graduate55%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All 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
Not 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 Students57%
Females59%
Males53%
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)57%
Economically disadvantaged57%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)64%
Parent education - college graduate55%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Math

All Students27%
Females18%
Males39%
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)32%
Economically disadvantaged20%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)14%
Parent education - college graduate32%
Parent education - graduate school/post graduate39%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students14%
Females22%
Males6%
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)13%
Economically disadvantaged17%
Not economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only14%
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)0%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students63%
Females68%
Males58%
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)65%
Economically disadvantaged58%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)61%
Parent education - college graduate73%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students21%
Females29%
Males13%
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)20%
Economically disadvantaged19%
Not economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)22%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Not 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

History - Social Science Grade 8 Cumulative

All Students41%
Females41%
Males40%
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)45%
Economically disadvantaged42%
Not economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)26%
Parent education - college graduate58%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Science

All Students40%
Females32%
Males50%
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)46%
Economically disadvantaged44%
Not economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)29%
Parent education - college graduate52%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students19%
Females29%
Males10%
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)16%
Economically disadvantaged17%
Not economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only19%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

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
Not 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

Biology/Life Sciences

All Students46%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only50%
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

Earth Science

All Students31%
Females24%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged22%
Not economically disadvantaged45%
Students with disability19%
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)32%
Parent education - college graduate44%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

English Language Arts

All Students63%
Females70%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged58%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)69%
Parent education - college graduate68%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students20%
Females33%
Males9%
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)21%
Economically disadvantaged19%
Not economically disadvantaged25%
Students with disability6%
Students with no reported disability30%
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)19%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students22%
Femalesn/a
Males33%
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)20%
Economically disadvantaged9%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability17%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students6%
Females6%
Males6%
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)4%
Economically disadvantaged7%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only6%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students6%
Femalesn/a
Males9%
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)8%
Economically disadvantagedn/a
Not economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only6%
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

Biology/Life Sciences

All Students21%
Females22%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged17%
Not economically disadvantaged26%
Students with disability17%
Students with no reported disability21%
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 graduate13%
Parent education - some college (includes AA degree)23%
Parent education - college graduate28%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

Chemistry

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
Not 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

Earth Science

All Students24%
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)27%
Economically disadvantaged15%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only24%
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 Students32%
Females36%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged27%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)45%
Parent education - college graduate37%
Parent education - graduate school/post graduate31%
Parent education - declined to staten/a

Geometry

All Students7%
Females6%
Males9%
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)9%
Economically disadvantaged6%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only9%
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

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

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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students30%
Females29%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged24%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)40%
Parent education - college graduate38%
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

World History

All Students17%
Females12%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged11%
Not economically disadvantaged30%
Students with disability14%
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)27%
Parent education - college graduate20%
Parent education - graduate school/post graduate17%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students0%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All 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
Not 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

Biology/Life Sciences

All Students12%
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)15%
Economically disadvantaged8%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only12%
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

Chemistry

All Students10%
Females0%
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)13%
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only11%
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

Earth Science

All Students25%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only25%
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 Students35%
Females34%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged32%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)24%
Parent education - college graduate47%
Parent education - graduate school/post graduate48%
Parent education - declined to staten/a

Geometry

All Students31%
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)33%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only31%
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

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

All Students12%
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)13%
Economically disadvantagedn/a
Not economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

U.S. History

All Students30%
Females25%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged27%
Not economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)25%
Parent education - college graduate38%
Parent education - graduate school/post graduate30%
Parent education - declined to staten/a

World History

All Students36%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

135 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
83%

2010

 
 
80%
Math

The state average for Math was 84% in 2013.

132 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%

2011

 
 
71%

2010

 
 
77%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students76%
Females82%
Males70%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)74%
Declined to staten/a
Economically disadvantaged73%
Not economically disadvantaged84%
Economic Status Unknownn/a
Students with disability42%
Tested with modificationsn/a
English learner33%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students73%
Females72%
Males75%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)74%
Declined to staten/a
Economically disadvantaged69%
Not economically disadvantaged83%
Economic Status Unknownn/a
Students with disability50%
Tested with modificationsn/a
English learner75%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 74%
Hispanic 14%
Black 5%
Asian 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 62%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

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2800 Nicolaus Road, Suite 100
Suite 100
Lincoln, CA 95648
Website: Click here
Phone: (916) 408-5200

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