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Teacher quality
Principal leadership
Parent involvement
Tokay High is the best..its not perfect but what school. from experience so far ... its the best experience academic and social experience i have. Everyone is so kind. Also the staff tries hard to keep all of us unite as a school- student body.., I love tokay i am so glad i am going here
—Submitted by a student
i love this school down to earth you can be who you want to be!
—Submitted by a student
I love it at Tokay, it's got it's issues but it is a great school. It's one of the most diverse schools in the area. People of all types attend and thrive at Tokay. Most teachers are good, and there are a lot of good people here.
—Submitted by a student
Administrative Staff, Teachers and parents are wonderful in welcoming new transfer students to matriculate into the higher standard of academics and citizenship of respect for each other (the Tokay High Community) that we experienced. Communication to parents of upcoming events and resources available to students is a priority to the school administrators. I thank all the Staff and administrators who are so dedicated in their philosophy of empowering our children and their future of the limitless opportunities that await them. You just have to seek it out, it's all there. My child thrived at Tokay, and she is ready to take on the next chapter of her young life. College! She applied to 6, was accepted to all and had her pick. My second child will also follow to attend Tokay HS.
—Submitted by a parent
Tokay teachers and staff are always there to help you and always incourage you to do your best yes i am a freshman and im ready for high school because tokay helps me when i need it
—Submitted by a student
This school is very large and its the best school i've been to. The teachers and staff are all very nice and help you towards your dream.
It does have a very wide range of people and the students are supprisinly nice, but is a bit hard for new students to socailize and a little overwhelming because of the size of the school and student body.
This School is the best for any thing your child would want to do or accomplish. The teachers are great. It is a diverse school filled with many opportunities.
—Submitted by a student
I am a 1985 Tokay graduate as well as the parent of a student who attended Tokay High School all four years and graduated in 2007. I believe that the Lodi Unified School District is one of the best school districts in the state and believe that Tokay High School offers the most 'real world' education within the District with its broad range in minority ratios. The school administration is excellent and the teachers are great. The attendance office staff could be a little less condescending when dealing with students and parents and would receive more respect if they in turn respected others. Top marks go to Tokay High School.
—Submitted by a parent
this school has some good qualities however the teachers don't prepare students properly for tests such as the AP tests.
—Submitted by a parent
This school was a very good school and its extracurricular activities were the best!
I am a junior at this school, and I feel that overall, things are pretty good. A few things could be changed here-and-there, but other than that, I'm glad I go here.
—Submitted by a student
My daughter is a junior now and has been in the Lodi Unified district since kindergarten. I feel blessed with the teachers, school site administration and the levels of curriculum offered. Again, we are pleased with the extracuricular activities available. My experience as a parent volunteer is, it always seems to be the same group of parents who give of their time and financial means. I've been PTA president 3 times and held many other offices throughout the years. We've yet to come up with the perfect plan to get parents 'off the sidelines' and active with our efforts.
—Submitted by Cynthia Hart, a parent
I would like to see an online system in place that would allow parents to review their student's progress on a continual basis, similiar to Lincoln High School's 'In-Touch' system. (Excellent system). It allows a parent to review attendance, progress, classes, disciplinary actions, etc. on a daily basis. Why is Tokay's overall performance rating only a 4 out of 10? What measures are in place to improve performance? What plans are in place to keep minority students enrolled at Tokay once the new high school opens, or will it become as segregated as Lodi High? What happened to the track and field team? Many students have quit the team because the coaching staff is either non-existent, concerned w/only a particular group, or coaching from inside a van, not to mention the conditions of the field? Where is the motivation for the athlete?
—Submitted by a parent
I am senior at Tokay, and I feel, that Tokay has taught me enough to succeed in the real world. I owe everything to the wonderful teachers we have on our campus, and the awsome administration.
—Submitted by matt, a student
I am a freshman at Tokay and overall it's a great school.However,Tokay lacks to represent the Gay/lesbian students.They don't have a GSA but they have other clubs such: as the key club,The science club, and the Salsa club.I think, along with many other students, that Tokay should get a GSA. Besides that issue,Tokay is an exellent school.The staff and students both.
—Submitted by a student
I am a current freshman at Tokay High School and have only been attending Tokay for about 5months now and all I've heard is good and respectful about the school. It is zero tolerance, which is what it should be at the high school level. I want to give excellent comments to Mr. Chris Hoffman and Mrs. Dent
—Submitted by Ali Young, a student
I recently am a Junior at Tokay High School and I am very proud to say that it has been a pleasurable past 2 and a half years. The teachers are great and are usually generous and understanding. The principles are NEVER too busy to have a hearing ear and they dont judge you by past problems or by and sex,religion,or race..I HIGHLY recccomend this high school as your # 1 choice. Thank You Mr.Lofsted for opening my eyes to a whole new light!
—Submitted by Cierra Taylor Cierra
I am a current freshman at Tokay High School and have only been attending Tokay for about 3 weeks now and all I've heard is good and respectful about the school. It is zero tolerance, which is what it should be at the high school level. I want to give excellent comments to Mr. Chris Hoffman and Mr. Kleinert.
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
383 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
405 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
525 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
356 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
486 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
208 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
483 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
455 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
478 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
493 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 26% |
| Females | 26% |
| Males | 25% |
| African American | n/a |
| Asian | 26% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 35% |
| Students with disability | 22% |
| Students with no reported disability | 26% |
| English learner | 4% |
| Fluent-English proficient and English only | 34% |
| Migrant education | 7% |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 21% |
| All Students | 76% |
| Females | 92% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 75% |
| Males | 83% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 61% |
| All Students | 39% |
| Females | 33% |
| Males | 44% |
| African American | n/a |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 50% |
| Students with disability | 25% |
| Students with no reported disability | 41% |
| English learner | 9% |
| Fluent-English proficient and English only | 51% |
| Migrant education | 44% |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 37% |
| All Students | 51% |
| Females | 57% |
| Males | 44% |
| African American | 69% |
| Asian | 48% |
| Filipino | 55% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 69% |
| Students with disability | 35% |
| Students with no reported disability | 52% |
| English learner | 5% |
| Fluent-English proficient and English only | 63% |
| Migrant education | 48% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 47% |
| All Students | 11% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | 0% |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 64% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 43% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | 7% |
| Males | 12% |
| African American | n/a |
| Asian | 0% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 13% |
| Students with disability | 6% |
| Students with no reported disability | 10% |
| English learner | 6% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| All Students | 34% |
| Females | 41% |
| Males | 29% |
| African American | n/a |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | 29% |
| Females | 26% |
| Males | 32% |
| African American | n/a |
| Asian | 29% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 42% |
| Students with disability | 13% |
| Students with no reported disability | 31% |
| English learner | 4% |
| Fluent-English proficient and English only | 37% |
| Migrant education | 14% |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 28% |
| All Students | 71% |
| Females | 61% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 59% |
| All Students | 18% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 42% |
| Males | 35% |
| African American | n/a |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 54% |
| Students with disability | 12% |
| Students with no reported disability | 41% |
| English learner | 4% |
| Fluent-English proficient and English only | 48% |
| Migrant education | 12% |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 33% |
| All Students | 21% |
| Females | 20% |
| Males | 22% |
| African American | n/a |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 30% |
| Students with disability | 5% |
| Students with no reported disability | 23% |
| English learner | 3% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 93% |
| Females | 91% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 40% |
| Males | 45% |
| African American | n/a |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 62% |
| Students with disability | 22% |
| Students with no reported disability | 45% |
| English learner | 9% |
| Fluent-English proficient and English only | 52% |
| Migrant education | 29% |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 37% |
| All Students | 47% |
| Females | 43% |
| Males | 51% |
| African American | n/a |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 62% |
| Students with disability | 24% |
| Students with no reported disability | 50% |
| English learner | 14% |
| Fluent-English proficient and English only | 56% |
| Migrant education | 50% |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 40% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | n/a |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 19% |
| Females | 18% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 58% |
| Females | 52% |
| Males | 61% |
| African American | n/a |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 4% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 47% |
| All Students | 45% |
| Females | 38% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 41% |
| Females | 34% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 19% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 41% |
| Females | 42% |
| Males | 41% |
| African American | n/a |
| Asian | 49% |
| Filipino | 50% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 59% |
| Students with disability | 15% |
| Students with no reported disability | 43% |
| English learner | 1% |
| Fluent-English proficient and English only | 49% |
| Migrant education | 19% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 34% |
| All Students | 10% |
| Females | 10% |
| Males | 9% |
| African American | n/a |
| Asian | 9% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 3% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 71% |
| Females | 56% |
| Males | 80% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 67% |
| All Students | 84% |
| Females | n/a |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 46% |
| Males | 60% |
| African American | n/a |
| Asian | 61% |
| Filipino | 58% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 68% |
| Students with disability | 18% |
| Students with no reported disability | 57% |
| English learner | 7% |
| Fluent-English proficient and English only | 63% |
| Migrant education | 38% |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 47% |
| All Students | 44% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
501 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
506 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 83% |
| Males | 75% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Economic Status Unknown | 93% |
| Students with disability | 41% |
| Tested with modifications | n/a |
| English learner | 42% |
| Language Fluency Unknown | n/a |
| Migrant education | 76% |
| All Students | 80% |
| Females | 81% |
| Males | 79% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 87% |
| Economic Status Unknown | 89% |
| Students with disability | 47% |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | 88% |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Migrant education
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 47% | 51% | ||
| White | 38% | 27% | ||
| Asian | 12% | 11% | ||
| Black | 2% | 7% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 53% | N/A | 54% |
| English language learners 2 | 23% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 80% | 85% | ||
| Punjabi | 7% | 1% | ||
| Urdu | 4% | 0% | ||
| Pashto | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hmong | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Cantonese | 0% | 2% | ||
| Farsi (Persian) | 0% | 0% | ||
| Greek | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Portuguese | 0% | 0% | ||
| Russian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |


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