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GreatSchools Rating

Granada High School

Public | 9-12 | 2125 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 3 ratings

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Parent involvement

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18 reviews of this school


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Posted August 15, 2014

Granada is such a great school that includes a whole lot of school spirit and happines , its a far lot better then livermore high , granada has more education options and choices . granada is much safer while livermore has alot of bad influences in the types of kids there
—Submitted by a parent


Posted July 24, 2014

Granada is considered the best school in Livermore, but quite frankly, Livermore is a far better school. Most of the teachers have been awful at Granada and are only concerned about the money instead of students education. The administration is terrible and many students are far too immature compared to any other high school in the area. Highly recommend you send your kid to Livermore High School instead of Granada.
—Submitted by a student


Posted September 23, 2013

Recently my daughter graduated from this school. To be honest I dont feel that this school is very competitive against the fellow high schools in Alameda county. Look at Dublin High that is emerging from below everyone and is surging to be as competitive as DVH in San Ramon. We need a strong leader that will motivate staff and students to excel. Raising the bar and measuring it will get the whole community involved and bring about diversification. I hope the principle reads this and decides on a game change. I would like to see Granada High in the same bucket as San Ramon, Danville and Fremont High Schools. Livermore needs a Good School to boast about and Ive been waiting and hoping since the last 12 years of living here.
—Submitted by a parent


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 2013.

This school's
API score

837

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

6 / 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 2013

This school's
API score

837

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

-9

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

9 / 10

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

6 / 10

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

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

289 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
40%

2011

 
 
52%

2010

 
 
50%
Algebra II

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

62 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%

2011

 
 
93%

2010

 
 
76%
Biology/Life Sciences

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

238 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
93%

2011

 
 
97%

2010

 
 
90%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

507 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
73%

2011

 
 
77%

2010

 
 
74%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
13%
Geometry

The state average for Geometry was 45% in 2013.

149 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
68%

2011

 
 
75%

2010

 
 
71%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

138 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
41%

2011

 
 
34%

2010

 
 
33%
Algebra II

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

155 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
67%

2011

 
 
60%

2010

 
 
59%
Biology/Life Sciences

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

294 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
85%

2011

 
 
82%

2010

 
 
78%
Chemistry

The state average for Chemistry was 46% in 2013.

145 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
87%

2011

 
 
70%

2010

 
 
81%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

456 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
70%

2011

 
 
68%

2010

 
 
69%
Geometry

The state average for Geometry was 15% in 2013.

120 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
41%

2011

 
 
38%

2010

 
 
36%
High School (Summative) Mathematics (Grade 9-11)

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

33 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
90%

2011

 
 
85%

2010

 
 
97%
Science

The state average for Science was 54% in 2013.

457 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%

2011

 
 
80%

2010

 
 
76%
World History

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

474 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%

2011

 
 
65%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

34 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
48%

2011

 
 
32%

2010

 
 
38%
Algebra II

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

177 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
49%

2011

 
 
41%

2010

 
 
42%
Biology/Life Sciences

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

118 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
79%

2011

 
 
88%

2010

 
 
78%
Chemistry

The state average for Chemistry was 32% in 2013.

139 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
51%

2011

 
 
52%

2010

 
 
57%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

453 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
73%

2011

 
 
74%

2010

 
 
66%
Geometry

The state average for Geometry was 8% in 2013.

98 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
20%

2011

 
 
16%

2010

 
 
23%
High School (Summative) Mathematics (Grade 9-11)

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

118 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
69%

2011

 
 
74%

2010

 
 
83%
Physics

The state average for Physics was 58% in 2013.

57 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%

2011

 
 
79%

2010

 
 
40%
U.S. History

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

464 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
56%

2011

 
 
65%

2010

 
 
61%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students38%
Females38%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged26%
Not economically disadvantaged42%
Students with disability35%
Students with no reported disability38%
English learner11%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate16%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)36%
Parent education - college graduate47%
Parent education - graduate school/post graduate45%
Parent education - declined to staten/a

Algebra II

All Students84%
Females82%
Males86%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented90%
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 graduate90%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Biology/Life Sciences

All Students86%
Females83%
Males89%
African Americann/a
Asian92%
Filipino92%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged50%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)76%
Parent education - college graduate85%
Parent education - graduate school/post graduate94%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students76%
Females78%
Males75%
African Americann/a
Asian97%
Filipino76%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged51%
Not economically disadvantaged81%
Students with disability21%
Students with no reported disability79%
English learner11%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate36%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)70%
Parent education - college graduate87%
Parent education - graduate school/post graduate92%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students73%
Females70%
Males76%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged50%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)69%
Parent education - college graduate70%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students40%
Females39%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged33%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability42%
English learner35%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)39%
Parent education - college graduate45%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Algebra II

All Students62%
Females62%
Males61%
African Americann/a
Asian69%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged44%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate65%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Biology/Life Sciences

All Students60%
Females61%
Males59%
African Americann/a
Asiann/a
Filipino62%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged43%
Not economically disadvantaged65%
Students with disability11%
Students with no reported disability63%
English learner12%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate27%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)57%
Parent education - college graduate68%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Chemistry

All Students68%
Females67%
Males69%
African Americann/a
Asian63%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged58%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only68%
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)65%
Parent education - college graduate70%
Parent education - graduate school/post graduate71%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students69%
Females75%
Males64%
African Americann/a
Asian81%
Filipino69%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged49%
Not economically disadvantaged74%
Students with disability27%
Students with no reported disability71%
English learner9%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate38%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)58%
Parent education - college graduate75%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Geometry

All Students40%
Females38%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged38%
Not economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)32%
Parent education - college graduate43%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

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

All Students94%
Females90%
Males100%
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)96%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students81%
Females82%
Males81%
African Americann/a
Asian85%
Filipino75%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged63%
Not economically disadvantaged86%
Students with disability38%
Students with no reported disability83%
English learner30%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate50%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)81%
Parent education - college graduate83%
Parent education - graduate school/post graduate94%
Parent education - declined to state45%

World History

All Students66%
Females62%
Males69%
African Americann/a
Asian85%
Filipino65%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged51%
Not economically disadvantaged69%
Students with disability13%
Students with no reported disability69%
English learner21%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate37%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)57%
Parent education - college graduate69%
Parent education - graduate school/post graduate84%
Parent education - declined to state45%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students35%
Females21%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantagedn/a
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students36%
Females42%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged29%
Not economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)37%
Parent education - college graduate35%
Parent education - graduate school/post graduate45%
Parent education - declined to staten/a

Biology/Life Sciences

All Students83%
Females88%
Males74%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged64%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate92%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Chemistry

All Students34%
Females35%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged18%
Not economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)33%
Parent education - college graduate32%
Parent education - graduate school/post graduate55%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students68%
Females73%
Males63%
African Americann/a
Asian83%
Filipino63%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged47%
Not economically disadvantaged71%
Students with disability13%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate50%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)54%
Parent education - college graduate75%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Geometry

All Students23%
Females24%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged18%
Not economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)22%
Parent education - college graduate34%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students73%
Females71%
Males77%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate76%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Physics

All Students83%
Females85%
Males80%
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)89%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented85%
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 graduate87%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

U.S. History

All Students62%
Females63%
Males62%
African Americann/a
Asian84%
Filipino63%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged37%
Not economically disadvantaged66%
Students with disability19%
Students with no reported disability66%
English learner0%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate32%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)52%
Parent education - college graduate70%
Parent education - graduate school/post graduate84%
Parent education - declined to state27%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

497 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%

2011

 
 
91%

2010

 
 
92%
Math

The state average for Math was 84% in 2013.

492 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
92%

2011

 
 
90%

2010

 
 
93%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students91%
Females95%
Males87%
Gender Unknownn/a
African Americann/a
Asian100%
Filipino94%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state89%
Economically disadvantaged75%
Not economically disadvantaged95%
Economic Status Unknownn/a
Students with disability47%
Tested with modificationsn/a
English learner53%
Language Fluency Unknownn/a
Migrant education82%

Math

All Students93%
Females94%
Males93%
Gender Unknownn/a
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state96%
Economically disadvantaged80%
Not economically disadvantaged97%
Economic Status Unknownn/a
Students with disability45%
Tested with modificationsn/a
English learner69%
Language Fluency Unknownn/a
Migrant education82%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 58%
Hispanic 24%
Two or more races 6%
Asian 5%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 14%N/AN/A
English language learners 5%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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

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