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GreatSchools Rating

Lincoln High School

Public | 9-12

 

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Living in Lincoln

Situated in a suburban neighborhood. The median home value is $234,000. The average monthly rent for a 2 bedroom apartment is $1,260.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted August 30, 2013

The good news: Mostly excellent teachers (especially in AP), a great sense of community and pride. The new(ish) principal (Jay Berns) seems to really be "in it to win it". He seems to want to see the kids succeed. At this school there is a real feeling of belonging. AP teachers are incredibly impressive The bad news: Culturally, Lincoln just has a large group of people who don't seem to put much emphasis in higher learning. Some kids just don't seem to care about learning and take away from those that do. They also have an iron clad teachers union which protects even the most ineffective teachers. We had a negative experience with a teacher and, even though the administration listened and took note, it appeared there was very little they could do. As with all schools, their counselors are spread thin and probably shouldn't be relied upon too heavily for assistance.
—Submitted by a parent


Posted April 30, 2013

I do enjoy teaching at LIncoln High. However, there are teachers there who are there for sports and do not do well in the classroom and this is quite difficult for those students who need the knowledge to excel in college.
—Submitted by a teacher


Posted June 2, 2010

Go LHS!!!! I am a graduate of Lincoln High School class of '07!!! I am very pleased with LHS, not only did I enjoy the school when I went there, but I still enjoy it as I watch both of my sisters find their way through the halls. LHS' teachers, staff and students all work together toward one common goal unity. I attended LHS for four years and never had any problems with so- called gangs, drugs or violence. The teachers are caring, motivated and determined to help you in any way, but you yourself must take action and ask for it. Face it if your child is failing at LHS it's because of their lack of responsibility. ( You are not always going to be there to hold their hand)!
—Submitted by a student


Posted February 21, 2010

I'm a graduate of Lincoln High School. I am pleased to say that the atmosphere at Lincoln is just superb. As long as the student does not get involved with the 'bad students' on campus, all 4 years should be enjoyable. Teachers are always willing to help, and there are many extra curricular activities to take place in.


Posted November 20, 2009

Lincoln Lincoln Lincoln!!!! 10-0 baby!!! Lincoln has not only the best football team but also has amazing teachers and staff who strive to make the school and their students better. I am proud to be a LHS Fighting Zebra!!
—Submitted by a student


Posted September 29, 2009

we got the distinguished school award that only prostigues schools obtain.
—Submitted by a student


Posted July 20, 2009

Yes the school is old! this graduating class of 09 was the schools 100th anniversary! i think lincoln is coming up and improving! we have gotten many awards this year! the teachers are great and the students are have huge school spirit, yes you might think that a zebra might be odd but everyone at that school is so proud to be a lincoln zebra! very positive school and most of the teachers there graduated from lincoln and couldnt stay away!
—Submitted by a parent


Posted July 9, 2009

I myself am a graduate of Lincoln High School. I'm amazed how much this school has changed. Not for the best. Unfortunately I've had the experience of seeing first hand how bad it really is. My daughter was involved in an altercation awhile back, and I felt the cituation was handled poorly. Istead of 'getting rid of the problem' the school suspended my daughter and we had to go through the whole process of having an actual hearing. After a month of suspension, yes a whole month of not being in school, they say my daughter was not at fault. Imagine that. The only reason this came to head was due to the irrationality of the other parent. I do agree there is a problem with 'wanna be gang members'Just because my daughter chooses not to associate with them, they will continue to harrass her. I am very displeased.
—Submitted by a parent


Posted June 22, 2009

Like every school, Lincoln has it problems but it is up to student to decide how those problems will affect their learning. Lincoln has improved over the past years. It is now a California Distinguished School and has the largest Agriculture Farm for a high school in the California
—Submitted by a parent


Posted September 2, 2008

On the outside, Lincoln High School looks like it wouldn't be up to par with other local schools. However, the teachers are very experienced and the students usually get along very well, not as much in 'cliques'. The staff are amazing. When my son wasn't put into any math class, we talked to the counselor and she immediately put him into a class. The clubs and sports programs are also very well organized. All I have to say is, don't judge this book by its cover!
—Submitted by a parent


Posted July 14, 2008

Lincoln High School is a great school. The school is very diverse. There are students that rope cattle on the weekends and those that enjoy the city life. The teachers tend to love their jobs many even graduated from LHS themselves. Overall the school does a very good job with the students.


Posted June 8, 2008

I think this is an excellent school. Love their Band, Drama, Choir departments. This is the first school I have seen the is truely integrated and the children all get along...not much in the way of 'clicks'. I am impressed with all the kids that I have had the fortune of meeting, especially the band students.
—Submitted by a parent


Posted May 16, 2008

this is a very bad school. way to much gang violence and drugs. the teachers arent very friendly and dont help students as much as they should. The teacehrs always bypass the problem and push it to the side so they dont have to get into it
—Submitted by a student


Posted October 18, 2007

I was a student of LHS last year. Overall it was an alright school. The only problems i had with the school was the counselor. It seems as if they want you to go to a jr. college. Luckily my mother pushed me hard enough, I'm now attending CSUS...so LHS is pretty good with the classes they provide except for math.
—Submitted by a student


Posted September 19, 2007

lincoln high is a school that was made for a small country town thirty years ago. and lincoln is the fastest growing town in the state. it gets hard to find room for the students. but lincoln is doing their best to make room for all the students coming in and their doing pretty good at making room for every one.
—Submitted by a parent


Posted June 4, 2007

Lincoln High School is a good school. It is having growing pains at the moment. I was so glad they added new lockers to keep us with the number of students. I wish the Jr High would put them in. Unfortunately Lincoln schools and schools in the surrounding areas had a scare recently and I was very impressed with the way LHS locked down the campus.
—Submitted by a parent


Posted July 11, 2006

I am currently attending Lincoln High School, and I almost couldn't be happier with it. The teachers are friendly and kind, and truly care for each individual students education, and they make learning fun and interesting. One of my math teachers would send a weekly progress report to my parents on my grades and how I was doing in class. The principal is also very involved in the school. He is very friendly towards all the students, and I often see him talking to and greeting them during lunch and break time. The sport programs are also exceptional. The coaches stress good sportsmanship and individual improvement, as well as team effort. Although the school is very old, it has been kept up to date with new facilities, as well as a new sports complex, baseball fields, softball fields, and tennis courts.
—Submitted by a student


Posted November 19, 2004

Western Placer Unified is a quickly growing and positive district. The superintendent makes a point to have short meetings each week with a new teacher and a vetran teacher. This way he remains 'in the loop' about each school's priorites, problems, concerns and accomplishments, from those who know them best. The staff is very helpful and supportive of each other and the students are excited and motivated. The principal at Lincoln High School trusts his staff to make independent decesions and use their own professional judgement on a day- to- day basis. This district is literally and as the motto states, 'on the move'!
—Submitted by a teacher


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

781

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

5 / 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

781

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

-6

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)

7 / 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)

5 / 10

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

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

146 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
37%

2011

 
 
37%

2010

 
 
31%
Algebra II

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

28 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
70%

2011

 
 
65%

2010

 
 
48%
Biology/Life Sciences

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

158 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%

2011

 
 
80%

2010

 
 
74%
Earth Science

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

208 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
33%

2011

 
 
28%

2010

 
 
21%
English Language Arts

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

381 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
64%

2011

 
 
63%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

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

64 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
14%

2011

 
 
6%

2010

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

141 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
51%

2011

 
 
45%

2010

 
 
37%
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

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

35 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
44%

2011

 
 
40%

2010

 
 
32%
Algebra II

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

102 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
36%

2011

 
 
34%

2010

 
 
29%
Biology/Life Sciences

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

163 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
48%

2011

 
 
50%

2010

 
 
51%
Chemistry

The state average for Chemistry was 46% in 2013.

126 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
70%

2011

 
 
60%

2010

 
 
52%
Earth Science

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

73 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
33%

2011

 
 
23%

2010

 
 
31%
English Language Arts

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

373 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
56%

2011

 
 
58%

2010

 
 
48%
Geometry

The state average for Geometry was 15% in 2013.

181 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
16%

2011

 
 
16%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

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

20 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
51%

2011

 
 
47%

2010

 
 
70%
Science

The state average for Science was 54% in 2013.

369 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
60%

2011

 
 
66%

2010

 
 
56%
World History

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

370 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
55%

2011

 
 
47%

2010

 
 
49%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
20%

2011

 
 
n/a

2010

 
 
28%
Algebra II

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

144 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
12%

2011

 
 
13%

2010

 
 
9%
Biology/Life Sciences

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

85 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
64%

2011

 
 
73%

2010

 
 
63%
Chemistry

The state average for Chemistry was 32% in 2013.

128 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
43%

2011

 
 
38%

2010

 
 
23%
Earth Science

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

21 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
n/a

2011

 
 
50%

2010

 
 
20%
English Language Arts

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

336 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
53%

2011

 
 
52%

2010

 
 
44%
Geometry

The state average for Geometry was 8% in 2013.

29 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
8%

2011

 
 
20%

2010

 
 
13%
High School (Summative) Mathematics (Grade 9-11)

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

73 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
61%

2011

 
 
43%

2010

 
 
53%
Physics

The state average for Physics was 58% in 2013.

38 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
71%

2011

 
 
61%

2010

 
 
66%
U.S. History

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

335 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
58%

2011

 
 
53%

2010

 
 
52%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students34%
Females36%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged25%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability35%
English learner36%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)30%
Parent education - college graduate39%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Algebra II

All Students78%
Females74%
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)78%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented92%
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 graduate75%
Parent education - declined to staten/a

Biology/Life Sciences

All Students78%
Females77%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged68%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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)89%
Parent education - college graduate81%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Earth Science

All Students36%
Females32%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged25%
Non-economically disadvantaged42%
Students with disability10%
Students with no reported disability39%
English learner8%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)43%
Parent education - college graduate63%
Parent education - graduate school/post graduate30%
Parent education - declined to staten/a

English Language Arts

All Students68%
Females70%
Males66%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged53%
Non-economically disadvantaged75%
Students with disability9%
Students with no reported disability72%
English learner14%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate37%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)58%
Parent education - college graduate91%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students39%
Females38%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged51%
Non-economically disadvantaged24%
Students with disability14%
Students with no reported disability51%
English learner41%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate44%
Parent education - declined to staten/a

Geometry

All Students39%
Females36%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged35%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
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)33%
Parent education - college graduate41%
Parent education - graduate school/post graduate41%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students9%
Females8%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged0%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
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 Students45%
Females55%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged48%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability45%
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)43%
Parent education - college graduate43%
Parent education - graduate school/post graduate59%
Parent education - declined to state36%

Biology/Life Sciences

All Students38%
Females32%
Males44%
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)47%
Economically disadvantaged32%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability38%
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 graduate34%
Parent education - some college (includes AA degree)37%
Parent education - college graduate58%
Parent education - graduate school/post graduate44%
Parent education - declined to state28%

Chemistry

All Students46%
Females43%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged32%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate60%
Parent education - graduate school/post graduate41%
Parent education - declined to state29%

Earth Science

All Students25%
Females4%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged18%
Non-economically disadvantaged30%
Students with disability11%
Students with no reported disability33%
English learner8%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)29%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students53%
Females60%
Males47%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged39%
Non-economically disadvantaged60%
Students with disability8%
Students with no reported disability58%
English learner0%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate25%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)47%
Parent education - college graduate68%
Parent education - graduate school/post graduate67%
Parent education - declined to state51%

Geometry

All Students10%
Females7%
Males12%
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)11%
Economically disadvantaged7%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only10%
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)9%
Parent education - college graduate13%
Parent education - graduate school/post graduate13%
Parent education - declined to state14%

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

All Students80%
Females83%
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)79%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
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 Students59%
Females59%
Males59%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged46%
Non-economically disadvantaged65%
Students with disability18%
Students with no reported disability63%
English learner0%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate25%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)55%
Parent education - college graduate72%
Parent education - graduate school/post graduate77%
Parent education - declined to state54%

World History

All Students44%
Females39%
Males48%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged30%
Non-economically disadvantaged50%
Students with disability22%
Students with no reported disability46%
English learner0%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate20%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)38%
Parent education - college graduate67%
Parent education - graduate school/post graduate50%
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students15%
Females15%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged7%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)21%
Parent education - college graduate15%
Parent education - graduate school/post graduate13%
Parent education - declined to staten/a

Biology/Life Sciences

All Students57%
Females53%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged40%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability58%
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 graduate15%
Parent education - some college (includes AA degree)64%
Parent education - college graduate72%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students22%
Females19%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged15%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)18%
Parent education - college graduate47%
Parent education - graduate school/post graduate18%
Parent education - declined to staten/a

Earth Science

All Students19%
Femalesn/a
Males25%
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 disadvantaged14%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students52%
Females52%
Males51%
African Americann/a
Asian50%
Filipino42%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged34%
Non-economically disadvantaged59%
Students with disability16%
Students with no reported disability54%
English learner0%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate12%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)52%
Parent education - college graduate75%
Parent education - graduate school/post graduate64%
Parent education - declined to state38%

Geometry

All Students21%
Females17%
Males27%
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)29%
Economically disadvantaged29%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only20%
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 Students45%
Females38%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged25%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented82%
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 graduate50%
Parent education - graduate school/post graduate38%
Parent education - declined to staten/a

Physics

All Students76%
Females63%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
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)82%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students51%
Females43%
Males60%
African Americann/a
Asian58%
Filipino50%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged30%
Non-economically disadvantaged60%
Students with disability20%
Students with no reported disability53%
English learner11%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate23%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)53%
Parent education - college graduate70%
Parent education - graduate school/post graduate60%
Parent education - declined to state45%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

337 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
87%

2011

 
 
87%

2010

 
 
84%
Math

The state average for Math was 84% in 2013.

340 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
85%

2011

 
 
86%

2010

 
 
88%
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 Students92%
Females95%
Males90%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to state86%
Economically disadvantaged89%
Non-economically disadvantaged94%
Economic Status Unknown86%
Students with disabilityn/a
Tested with modifications0%
English learner64%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students94%
Females95%
Males93%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state93%
Economically disadvantaged93%
Non-economically disadvantaged94%
Economic Status Unknown96%
Students with disabilityn/a
Tested with modifications0%
English learner79%
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 59%
Hispanic 29%
Asian 3%
Two or more races 3%
Black 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 35%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Staff resources available to students
  • Art teacher(s)
Visual arts
  • Ceramics
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Jay Berns
Fax number
  • (916) 645-6349

Resources

Staff resources available to students
  • Art teacher(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Cafeteria
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
Girls sports
  • Basketball

Arts & music

Visual arts
  • Ceramics
Note: Data provided by community members,
needs to be verified by school leaders.

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790 J Street
Lincoln, CA 95648
Phone: (916) 645-6360

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