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GreatSchools Rating

Granada High School

Public | 8-12 | 2291 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings
2010:
Based on 1 rating

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15 reviews of this school


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Posted June 10, 2012

Overall a very good high school. My daughter just graduated two days ago and I have been satisfied. The math department could be stronger and we've had some issues with the foreign language teachers. One thing that I love about it is the wide selection of elective courses. So many schools are eliminating these, but they still offer them. My daughter took marine biology and loved it. I have to admit, I'm not a fan of the current principal. She has mishandled two incidents with one of the teams my daughter was on. She over-reacts. Perhaps she will be better once she is secure in her job, as she is new. She should take a breath and learn to think before she reacts to issues. T
—Submitted by a parent


Posted June 8, 2012

My 2 teens enjoy this school and have made many friends there. A good selection of classes. Their English Honors class is outstanding, the PE teachers are very good and most of the teachers are engaged, alert and care about their students but there is one major challenge : MATH - oh dear - there are several students asleep in this class on a consistent basis - and the teacher does not have control. We have had to find an expensive tutor to compensate. As with any school, there exists an unfortunate element who are there to socialize, play sports and have little interest in learning causing a difficult and distracting experience for the rest. And 1 or 2 teachers need to check their political opinions at the door. Quality of the teachers pretty good - quality of some of the disrespectful sports students - pretty bad.
—Submitted by a parent


Posted December 6, 2011

While it may be adequate in most departments their mathematics department is severely lacking. Almost all the math teachers teach at too quick of a pace for my student and cause students to feel uncomfortable asking questions. My student also says there is too high of a focus on sports, causing her to feel singled out and lonely for not meeting high physical expectations. It pains me to see her come home so angry every day.
—Submitted by a parent


Posted September 9, 2011

The Administration is inexperienced, insecure and incompetent. The Principal is trying really hard to demonstrate that she is in control however the more she tries to maintain control, the more the staff, students and parents doubt her ability to lead. She comes across as though she is the authority on everything and she is quickly losing support of the staff. It would not surprise anyone if the parents don't mount a campaign with the Board to have her removed.
—Submitted by a parent


Posted June 13, 2011

My daughters have had strong academics with the honors and AP classes. Overall I think Granada has very good and caring teachers. They could use more school funding money but overall I think they do a great job with the money they do get.
—Submitted by a parent


Posted March 3, 2010

Granada has a unique schedule, allowing students to take a larger number of classes than a more traditional school. The administration is open to student and parent feedback. The students have great spirit.
—Submitted by a parent


Posted November 24, 2009

My kids and I have really enjoyed Granada. The staff really seem to care about helping students. The principal has a great vision of where he wants the school to go and he seems to have a lot of support. The elective options are really great and it seems like all types of students can fit in. My only complaint is that my son was on the waiting list for two months before he could transfer in. I know there are many students who want to transfer in and they should find a way to let them all in.
—Submitted by a parent


Posted February 18, 2009

I think Granada High is an alright school. It could be better and it could be worse. It is very safe, however they do not allow ambitious students to get ahead in courses, meaning if you are say taking geometry you are not allowed to take Alg II over the summer unless you really fight for it, and even then its still very difficult for them to approve credit for you.
—Submitted by a student


Posted January 3, 2008

I really like Granada High School. We have done allot of reasearch on schools and moved here to Livermore just because of Granada High. The teachers and staff respond to my calls and questions. The teachers update essembler weekly, which gives the parents and students information on grades. check out their website att www.granadhigh.com it is very impressive. There are a ton of clubs that your child can join and many many sports to choose from. Graada High pusses your child to succeed ,challenge yourself and look forward to college and a great employed future. Ask the kids, they are honest!
—Submitted by a parent


Posted September 27, 2007

Granada was a middle of the road high school. If you want to graduate it's great. The honors english program is really good (excepting freshman honors in 2000) But the res tof the programs are terrible. Mr Scheffler is a great teacher. If you take any math/ science class by him you will learn things. Mr. Hart is great for english. He is intelligent and brings his points across in a clear manner, mixed with enough bitter humor to drive his point home. Every other teacher is a vast disappointment. .
—Submitted by a student


Posted April 19, 2007

I attended granada for four years until I graduated in 2004. It was definatly a wonderful experience. Almost all of my teachers were really involved in helping me be the best that I could be. I graduated with high honors, and was at the top of my class. I think that those kids that wanted to make something out of their education there could, and they did. If a student did not want to be involved there is no way to make them. Many teachers from Granada still inspire me to this day, and I still keep in contact.
—Submitted by a former student


Posted August 24, 2006

My family loves Granada. The teachers my kids have had (for the most part) have been competent and caring. A few teachers have proven to be truly exceptional. The principal really cares about the school, as well.
—Submitted by a parent


Posted April 1, 2006

I have a freshman at Granada who does pretty good in class, but even she says she can't think of anything really good about this school except for the dance team. The schedules are inconvenient, the lunch facilities are inadequate for the size of the student body, plus there's too muchjunk food, and the traffic congestion getting to and from the school is really horrible. There is no public school bus so parents have to drop their kid off, or the kid has to ride the city bus. All this leads to unsafe conditions before and after school. I could add more but my daughter says thats enough. Anyway, be warned.
—Submitted by a parent


Posted November 26, 2005

Decent academic possibilities, available, but unenjoyable, music program, minimal art program, good selection of sports, but coachs often unenthused. Minimal parental involvement.
—Submitted by a student


Posted August 19, 2005

For the first time since grammer school I feel the school cares about my son's learning. The result is he is learning and the STAR scores reflect this too. I felt I was at war with Mendenhall Junior HS in trying to get simple accomadations for my son and that they had pigeon holed me as 'enabling' parent. Wrong! My son is getting better every month and I feel my opinions and concerns are heard and respected. If you and your child want an education Granada can provide it and will help you get it.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

846

Change from
2011 to 2012

+6

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

7 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

846

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

+6

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

9 / 10

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

7 / 10

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

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

263 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
52%

2010

 
 
50%

2009

 
 
29%
Algebra II

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

63 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
93%

2010

 
 
76%

2009

 
 
80%
Biology/Life Sciences

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

190 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
97%

2010

 
 
90%

2009

 
 
93%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

483 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
77%

2010

 
 
74%

2009

 
 
70%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
13%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

157 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
75%

2010

 
 
71%

2009

 
 
70%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

115 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
34%

2010

 
 
33%

2009

 
 
27%
Algebra II

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

118 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
60%

2010

 
 
59%

2009

 
 
54%
Biology/Life Sciences

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

204 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
82%

2010

 
 
78%

2009

 
 
60%
Chemistry

The state average for Chemistry was 51% in 2012.

153 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
70%

2010

 
 
81%

2009

 
 
78%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

465 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
68%

2010

 
 
69%

2009

 
 
65%
Geometry

The state average for Geometry was 17% in 2012.

165 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
38%

2010

 
 
36%

2009

 
 
42%
High School (Summative) Mathematics (Grade 9-11)

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

51 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
85%

2010

 
 
97%

2009

 
 
89%
Science

The state average for Science was 53% in 2012.

466 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
80%

2010

 
 
76%

2009

 
 
75%
World History

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

496 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
65%

2010

 
 
65%

2009

 
 
57%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

46 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
32%

2010

 
 
38%

2009

 
 
21%
Algebra II

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

181 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
41%

2010

 
 
42%

2009

 
 
18%
Biology/Life Sciences

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

124 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
88%

2010

 
 
78%

2009

 
 
73%
Chemistry

The state average for Chemistry was 34% in 2012.

173 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
52%

2010

 
 
57%

2009

 
 
52%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

490 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
74%

2010

 
 
66%

2009

 
 
66%
Geometry

The state average for Geometry was 9% in 2012.

113 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
16%

2010

 
 
23%

2009

 
 
22%
High School (Summative) Mathematics (Grade 9-11)

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

102 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
74%

2010

 
 
83%

2009

 
 
65%
Physics

The state average for Physics was 56% in 2012.

38 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
79%

2010

 
 
40%

2009

 
 
42%
U.S. History

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

511 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
65%

2010

 
 
61%

2009

 
 
68%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
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

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
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

Geometry

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

History - Social Science Grade 8 Cumulative

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
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

Science

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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students40%
Females42%
Males38%
African Americann/a
Asiann/a
Filipino45%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged24%
Non-economically disadvantaged45%
Students with disability21%
Students with no reported disability41%
English learner13%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate15%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)32%
Parent education - college graduate55%
Parent education - graduate school/post graduate58%
Parent education - declined to state25%

Algebra II

All Students81%
Females94%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented84%
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 graduate65%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students93%
Females92%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged100%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate93%
Parent education - some college (includes AA degree)84%
Parent education - college graduate92%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students73%
Females76%
Males71%
African Americann/a
Asian72%
Filipino76%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged53%
Non-economically disadvantaged78%
Students with disability43%
Students with no reported disability75%
English learner0%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate48%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)58%
Parent education - college graduate82%
Parent education - graduate school/post graduate92%
Parent education - declined to state54%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

Geometry

All Students68%
Females70%
Males67%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged41%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate33%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)68%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students41%
Females43%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged24%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability43%
English learner11%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)38%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Algebra II

All Students67%
Females68%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate73%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Biology/Life Sciences

All Students85%
Females86%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged82%
Non-economically disadvantaged85%
Students with disability64%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)85%
Parent education - college graduate83%
Parent education - graduate school/post graduate89%
Parent education - declined to state82%

Chemistry

All Students87%
Females85%
Males89%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate85%
Parent education - graduate school/post graduate91%
Parent education - declined to state85%

Earth Science

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

English Language Arts

All Students70%
Females75%
Males65%
African Americann/a
Asian84%
Filipino79%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged45%
Non-economically disadvantaged75%
Students with disability29%
Students with no reported disability72%
English learner5%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate41%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)63%
Parent education - college graduate77%
Parent education - graduate school/post graduate88%
Parent education - declined to state63%

Geometry

All Students41%
Females39%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged15%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented42%
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)33%
Parent education - college graduate53%
Parent education - graduate school/post graduate52%
Parent education - declined to state44%

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

All Students90%
Females90%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students83%
Females85%
Males82%
African Americann/a
Asian89%
Filipino86%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged63%
Non-economically disadvantaged87%
Students with disability60%
Students with no reported disability84%
English learner0%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate55%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)79%
Parent education - college graduate90%
Parent education - graduate school/post graduate91%
Parent education - declined to state74%

World History

All Students66%
Females67%
Males66%
African Americann/a
Asian90%
Filipino79%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged41%
Non-economically disadvantaged72%
Students with disability21%
Students with no reported disability72%
English learner3%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate33%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)62%
Parent education - college graduate73%
Parent education - graduate school/post graduate83%
Parent education - declined to state56%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students48%
Females45%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
White (not Hispanic)64%
Economically disadvantaged42%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students49%
Females47%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged47%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)54%
Parent education - college graduate42%
Parent education - graduate school/post graduate51%
Parent education - declined to state56%

Biology/Life Sciences

All Students79%
Females80%
Males78%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged67%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)56%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
Parent education - declined to state80%

Chemistry

All Students51%
Females41%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged53%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)39%
Parent education - college graduate50%
Parent education - graduate school/post graduate61%
Parent education - declined to state65%

Earth Science

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

English Language Arts

All Students73%
Females79%
Males66%
African Americann/a
Asian83%
Filipino62%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged58%
Non-economically disadvantaged75%
Students with disability36%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate42%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)68%
Parent education - college graduate79%
Parent education - graduate school/post graduate90%
Parent education - declined to state59%

Geometry

All Students20%
Females10%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
White (not Hispanic)24%
Economically disadvantaged14%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability19%
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 graduate11%
Parent education - some college (includes AA degree)27%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

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

All Students69%
Females66%
Males74%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)64%
Economically disadvantagedn/a
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate77%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Physics

All Students84%
Females81%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

U.S. History

All Students56%
Females54%
Males59%
African Americann/a
Asian69%
Filipino46%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged35%
Non-economically disadvantaged61%
Students with disability13%
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate31%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)46%
Parent education - college graduate69%
Parent education - graduate school/post graduate71%
Parent education - declined to state53%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

511 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
91%

2010

 
 
92%

2009

 
 
91%
Math

The state average for Math was 84% in 2012.

510 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
90%

2010

 
 
93%

2009

 
 
94%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students92%
Females96%
Males88%
African Americann/a
Asian95%
Filipino93%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to state94%
Economically disadvantaged70%
Non-economically disadvantaged96%
Economic Status Unknown93%
Students with disability56%
Tested with modificationsn/a
English learner39%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students92%
Females95%
Males89%
African Americann/a
Asian95%
Filipino100%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state95%
Economically disadvantaged71%
Non-economically disadvantaged96%
Economic Status Unknown90%
Students with disability57%
Tested with modificationsn/a
English learner47%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 67% 27%
Hispanic 18% 51%
Asian 8% 11%
Two or more races 3% 3%
Black 2% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 112%N/A54%
English language learners 25%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 72% 85%
Punjabi 7% 1%
Ilocano 5% 0%
Filipino (Pilipino or Tagalog) 4% 1%
Korean 4% 1%
All other non-English languages 2% 1%
Farsi (Persian) 2% 0%
Gujarati 2% 0%
Cantonese 1% 2%
Hindi 1% 0%
Italian 1% 0%
Portuguese 1% 0%
Vietnamese 1% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 26N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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400 Wall Street
Livermore, CA 94550
Website: Click here
Phone: (925) 606-4800

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