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Teacher quality
Principal leadership
Parent involvement
I am currently attending this High School and am a senior. I'd have to say there are maybe four or five teachers that are absolutely amazing, but the rest are just at par with my expectations. The campus is sparsely landscaped and on an unrelated note, the majority of students have delusions of adequacy. But overall, Linden High School is much like a community and or family in which we all tolerate each other. The sports programs are good; soccer is probably the best sport, except for baseball who are equally good in their division. Basketball struggles but shows promise.
—Submitted by a student
I am an exchange student from china and I attended LHS for one year. Undoubtedly this school year in this school has totally changed my life. You will immediately fall in love with this school when every day you are warmly greeted by students around and patiently taught by teachers. Because it is a small scale school, so everyone knows everyone so it is like a big family. The impressing drama and sports programs are also the reason that you should undoubtedly choose Linden High. Everything there assisted me to thrive. I love you Linden!
—Submitted by a student
My child goes to Linden Elementary, and I love the High School because it does things to help the Younger generation as well as the kids at there school. If they win this I would like them to use the money on the School Track so it would not only benefit the High School but it would also benefit the Elementary School and the community. I like to use the track to walk.
—Submitted by a parent
I have taught at LHS for a few years now. In these years, I have seen a few dramatic changes for the better. The administration is very supportive of their quality teachers. In years past, there have been a few less than perfect teachers and administrators. Thankfully these things have a way of working themselves out. Both the site and district leadership are very supportive of the arts and extra-curricular programs. The school culture embraces individuals and emphasizes student success, regardless of the learning environment. The schools are great and the community is very supportive of students and the learning process.
—Submitted by a teacher
I am currently a student at Linden High and I can truely say I love it. I moved here in the 4th grade and was immediatly accepted. I feel this school really helps people thrive and accomplish there goals in life. As a freshman we were taught how important education really is and how school can be fun. As I read some of the reviews I noticed people stating that you must be from Linden or have some kind of Italian back ground to fit in, and i have neither and fit in perfectly fine. Linden is a little school causing you to know everyone, but this is something i love about it. Every school function is fun because of this fact and I have to disagree with this school not being a good place to take your children, i plan to raise mine here someday.
—Submitted by a student
I attended LHS through out my high school years. I now attend a four year university and am doing well having had my educational foundation formed in the Linden Unified educational system. Although LHS is not very diversed the faculty there teaches acceptance of diverisity and students new to the area have many oppurtunites to fit in and excel in this small town atmosphere!
—Submitted by a student
I am currently a teacher at Linden High School. The students who fit in and are related to administration and board embers are treated well. Those who do not fit in are ignored, treated unfairly, and neglected as far as supplies, qualified teachers, and materials. This will be my last year teaching here since the administration does not see a problem with discrimination and favoritism. I would think twice about sending my child here if they did not row up here and you are not an affluent family of Anglo ancestry. Otherwise it is a very tough ad isolating place for people who do not fit that description.
—Submitted by a teacher
I am a current student at Linden High. It was hard being a new student in linden, when i came to linden in the 7th grade, but even though the students here will sometimes push away outsiders, overall i've seen a wide acceptance of new students. And the teachers here are awesome, they really try their best to help students feel more at ease. One of the best teachers that really lives up to this is Mr. Souza. He is really dedicated, even coming back from heart surgery to help us students, in this type of dedication, he's not alone. There are plenty of amazing teachers, administrators and staff that give all the students the tools to succeed. Ive seen my friends graduate and get acceped to UC Davis, Chico, UC Santa Barbra, etc... And its amazing to see a school so united.
—Submitted by a student
As a former student that transferred from another school I was able to compare both schools (former school was new & at least triple amount of alumni) and confirm that Linden did indeed provide a better education. Teachers were more friendly and Managing Staff was reachable. I had no qualms about the school; in fact I enjoyed my two years that I attended. I loved the small school feel & liked that the teacher/student ratio was smaller than at other schools. I'm glad that my nieces & nephews also attend Linden Unified Schools because I know they are getting a great education.
—Submitted by a former student
Like any school, Linden has its good and bad teachers. I can bash Linden all day, but in all honesty I think its better then many other schools I've visited. There might not be a real connection with kids but at least the drama is on the low side and for someone who can find the motivation to learn on their own, this is a good school.
—Submitted by a student
I am a former student at Linden High and had a extremely hard time trying to fit in, the diversity there is practically nonexistent and most students there have grown up around each other. I am from a low income family and that just singled me out even more at this school. Sadly I dropped out because of the loneliness and depression I felt from going to school. I was a straight A student before moving to Linden, and I've always loved learning, but feeling like a complete outcast really does something to your determination. Children that aren't like everyone else will really stand out at this school and I'd suggest sending them to a more diverse school.
—Submitted by a former student
The material covered is great, we always get to the chapter in the book that we are required to reach. But not all the students understand the material that was covered. It seems that some teachers expect us to already know the material being covered and forget that the reason we are taking thier class is to learn about the material. Not all the teachers are like that, their are teachers who really do care and do all they can to help you succeed. Now for sports. Linden has always suffered in sports. I saw this all four years. I was a tri-athlete, and every season the one thing that slowed our teams down and in some cases prevented us from succeeding was the athletic department.
—Submitted by a former student
This school really helped to mold my daughter into a bright young woman. While at times the content of some classes seemed a little below her ability for the most part the quality of the education was great. The sense of community that LHS thrives on really gives our school a unique touch.
—Submitted by a parent
Linden High School has some of the greatest teachers that I have ever seen. I know of 2 that my child has told me about. One is Mr. Souza who is the ACE, Band and Chorale teacher andis one of the greatest music teachers I've ever seen in high schools. Another is Mrs. Hoffman who is the Avid, Geometry and Algebra 2 teacher and she has helped my child understand math and get better gradually. LHS has great teachers, principles, vice principles, athletic directors and coaches. They are helpful to all students.
—Submitted by Terry Johnson, a parent
My two children graduated from Linden High. Both went on to four year schools, earned their degrees in four years and both have excellent, well-paying careers. In other words, Linden High can and does provide an excellent preparation for univeristy work. The problem is that there are far too many students at Linden who seem to not care in spite of the best efforts of the instructional staff. I applaud Linden's way of helping those that choose to be helped.
—Submitted by a parent
Three of my children attend Linden High. From what they tell me, The principal hides away and has almost no contact with students. Many teachers could care less about the students. Once we get a good teacher they only stick around for awhile. The school board does little as possible to support our band and other art programs. Students are not listened to, and their ideas/concerns are usually ignored.
—Submitted by a parent
This school's educational program is a joke. The teachers here may explain the information, but they do not teach it. Teachers come and go every couple of years and so they don't understand the principles on how to teach these students.
—Submitted by a parent
I do not understand how a negative API could be generated from the statistics which were all positive, albeit less than the hoped for numbers. A few years ago we had a president who spoke of 'Voodoo Economics.' It would seem that we have 'Voodoo statistics' here.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
145 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
161 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 16% |
| Females | 21% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 7% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 10% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | n/a |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 73% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 70% |
| Students with disability | 8% |
| Students with no reported disability | 66% |
| English learner | 12% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 45% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 33% |
| Females | 33% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 42% |
| Students with disability | 7% |
| Students with no reported disability | 36% |
| English learner | 6% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 74% |
| Females | 60% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 26% |
| Females | 27% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 26% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 47% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 51% |
| Students with disability | 0% |
| Students with no reported disability | 49% |
| English learner | 0% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | 79% |
| Females | 75% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 57% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 0% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 41% |
| All Students | 10% |
| Females | 9% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 52% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 0% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 59% |
| All Students | 44% |
| Females | 40% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 46% |
| Students with disability | 0% |
| Students with no reported disability | 49% |
| English learner | 0% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 42% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 6% |
| Females | 3% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 23% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 44% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 55% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 7% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 22% |
| Females | 19% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 58% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 48% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 61% |
| Students with disability | 6% |
| Students with no reported disability | 61% |
| English learner | 31% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 85% |
| Females | 92% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 82% |
| Students with disability | 21% |
| Tested with modifications | n/a |
| English learner | 29% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 86% |
| Females | 89% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 82% |
| Students with disability | 19% |
| Tested with modifications | n/a |
| English learner | 45% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 55% | 28% | ||
| Hispanic or Latino | 40% | 49% | ||
| Asian | 2% | 8% | ||
| Multiple or No Response | 2% | 3% | ||
| Filipino | 1% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 37% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 80% | N/A | 96% |
| Emergency credential or waiver | 13% | N/A | 2% |
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18527 East Front Street
Linden,
CA 95236
Phone: (209) 887-3073
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