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GreatSchools Rating

Tincher Preparatory School

Public | K-8 | 1107 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

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Parent involvement

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26 reviews of this school


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Posted April 18, 2014

Tincher prep. Transferred to this school in fall 2013 with my first grader. Tincher has been very responsive to any situation. The principal has gone to great lengths to add new opportunity to the pupils. I am happy we made the change.
—Submitted by a parent


Posted October 9, 2013

My concern regarding this learning institution is as listed: With all the minority enrollment that currently exist at the school. Why, and I place a direct emphasis on WHY, why are there not ONE black teacher on this staff. Not one, that is either a great peculiar coincidence or a GIGANTIC statement as to what respect the young black people are to receive by way of sincere considerations in many areas at that place of learning. This oversight is the reason for the lower rating of the Principal and teacher quality...
—Submitted by a parent


Posted February 15, 2013

With 3 kids, I just celebrated my 10th year at Tincher and can honestly say "WOW". From autism pre-K programs to stellar GATE teachers...they have it all. It starts at the top with a strong principal Dr. An and a fine staff who set high standards. Tincher is a loving place to learn and grow with an abundance of fun programs.
—Submitted by a parent


Posted April 14, 2010

Very well managed. Students of wide age range work very well together in a climate of respect.
—Submitted by a parent


Posted April 14, 2010

Tincher has a group of excellent teachers and principal who are dedicated and determined to provide the best learning environment while focusing on the whole person. Character counts!
—Submitted by a parent


Posted April 13, 2010

Tincher has a dedicated staff and families that puts children first and helps develop character, global learners and community leaders. Tincher is a place of learning, family and community. Hands down the best around!! We have the national awards, test scores and state recognition to prove it!
—Submitted by a parent


Posted July 18, 2009

My daughters started kindergarten there last fall. As a parent and volunteer at Tincher I was very pleased with what our family experienced. We look forward to continuing our childrens education there.
—Submitted by a parent


Posted February 4, 2008

This is school is great, I can't be happier. Communication between teachers and parents is great, I always receive some kind of feedback on how my daugther is doin at school either verbal form her teacher beacuse I inquire about or via the in class work or homework that is sent home everyday. I have received calls from the principal to inform us of major family events taking place at school, he is friendly and always out in the school campus keeping an eye on the children.
—Submitted by a parent


Posted January 6, 2008

I cannot recommend this school. The teachers lack in communication skills and the principal is cold. The afterschool program which was supposed to make sure our kids did their homework before activities sorely failed our child. I don't like this school and am looking to transfer my son out at the end of the year. A bit too late now, sad to say.
—Submitted by a parent


Posted September 5, 2007

My daughter has been attending this school for 4 years now. Let me first say, that the first two years were wonderful but the last two, have been less than impressive. Test scores are going down and the classroom teaching in certain grades has been deplorable. STAR testing for 2006 was jaw droping at certain grade levels and frankly I have never felt like I have had to be a fulltime school teacher at home like I have the past two years. If they don't get it back into gear this year, I am sadly forced to transfer her out.
—Submitted by a parent


Posted August 24, 2007

Tincher has a fantastic staff and great teachers and is all brought together by a principal who takes great strides in creating a warm, respectable and responsible school and surroundings. The many activities keep the parents involved and up to date. My daughter had her pick of schools for middle school and chose to stay at TIncher where she has been since grade K.
—Submitted by a parent


Posted August 23, 2007

Tincher is an amazing school. I new it was a great school, but I didn't realize just how great until we moved away and attended a new school. We miss Tincher - the teachers, the staff, the students. When we talk about Tincher to our new friends, they can't believe it isn't a private school. Wish we were still there.
—Submitted by a parent


Posted March 21, 2007

This is a quality public school. The principal, staff, and teachers are dedicated, caring, and very good at what they do. We are grateful for having found this school and for having all of our 3 children attend.
—Submitted by a parent


Posted February 1, 2006

This school has alot of electives and school activities. The k-8 set up allows children to continue middle school with the same peers. They offer an extended day k that focuses on a core subject each day for the extre time given to certain students.
—Submitted by a parent


Posted July 28, 2005

While there are some great teachers and great parents at Tincher, it is severely lacking in total participation. Very few teachers/staff attend PTA meetings. Very few parents get involved all year. We have a lot of students that are bussed in and we don't see participation by those parents. The academic programs are good, but not a lot of information is given to the parents. Because we are a K-8 school, there is a lot of confusion on what is offered/available to who and which grade levels. Tincher is a good school but they need to do a better job of promoting themselves to the parents that have students there in order to make sure those students remain there...
—Submitted by a parent


Posted July 7, 2005

Tincher has a wide range of academic programs all the way from GATE to Autism. I know, I had one in each last year 2004/2005. The teachers are awesome and I will miss them next year. My children learned alot and will carry that with them into the following years. They also have many musical instruments that the children can learn as well as many sports teams. Their summer program is awesome not to mention free! I see parents all the time on campus whether it is volunteering for their childs class or helping out in other areas i.e., picture day,student store,library, etc., I think that is what really helps make Tincher a better school is because they have so many parent volunteers. But, they can always use more!
—Submitted by a parent


Posted June 29, 2005

Tincher has one of the best classes for autistic children that I know of.The teachers and aides and other staff are very dedicated to helping these children to progress. We have been very happy with the results that our grandson has experienced. A great school with a great staff.
—Submitted by a parent


Posted June 3, 2005

Tincher has done a great job educating our daughter. We like the fact that students are able to accelerate at their own pace and encouraged to take the next step in their academic progression. For example, our daughter has completed second grade and knowing all of her multiplication and division facts. Also, the students have been taught superior discussion skills and given a broad exposure to classic literature. We like the high parent participation and think the world of the staff and school community Mr. Vogel has created.
—Submitted by a parent


Posted February 19, 2005

This school can be good on some lewvels, such as the k-8 program. It makes for a small middle school experience. Right now, the education focus is too focused on the Federal mandates of NCLB. They also seem to be a school that doesn't communicate well with parents. I have felt many times like I am left out of the loop. I think they have a few people who are Tincher cheerleaders, and the rest just don't fit in. The school has a lot of potential, but unless your child has a perfect attendance record, and straight A's, the there is not a lot of encouragement. My child has attended Tincher for four years, and in many ways we are not accepted. The middle school teachers are sporadic and overly emotional, which make it difficult to get solutions and proper attention from them. Draconian rules don't help much either!
—Submitted by a parent


Posted January 30, 2005

I really think that this school is great. Everyone from students, office staff, teachers, principal, and custordians are just Great. You name it Tincher is Tops!
—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

887

Change from
2012 to 2013

+15

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 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 met all student subgroup API targets for 2013

This school's
API score

887

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

+15

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)

8 / 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)

8 / 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.
English Language Arts

The state average for English Language Arts was 56% in 2013.

102 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
73%

2011

 
 
75%

2010

 
 
71%
Math

The state average for Math was 65% in 2013.

102 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
79%

2011

 
 
82%

2010

 
 
81%
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

English Language Arts

The state average for English Language Arts was 46% in 2013.

96 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
63%

2011

 
 
66%

2010

 
 
54%
Math

The state average for Math was 66% in 2013.

96 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%

2011

 
 
81%

2010

 
 
80%
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

English Language Arts

The state average for English Language Arts was 65% in 2013.

106 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%

2011

 
 
70%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

106 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
78%

2011

 
 
78%

2010

 
 
73%
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

English Language Arts

The state average for English Language Arts was 60% in 2013.

123 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
74%

2011

 
 
71%

2010

 
 
65%
Math

The state average for Math was 65% in 2013.

122 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
89%

2011

 
 
77%

2010

 
 
60%
Science

The state average for Science was 57% in 2013.

123 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
69%

2011

 
 
66%

2010

 
 
58%
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

English Language Arts

The state average for English Language Arts was 60% in 2013.

101 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
65%

2011

 
 
65%

2010

 
 
55%
Math

The state average for Math was 55% in 2013.

104 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
55%

2011

 
 
54%

2010

 
 
48%
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 86% 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 60% in 2013.

126 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
67%

2011

 
 
64%

2010

 
 
60%
Math

The state average for Math was 52% in 2013.

127 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
61%

2011

 
 
56%

2010

 
 
56%
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 50% in 2013.

70 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
59%

2011

 
 
79%

2010

 
 
87%
English Language Arts

The state average for English Language Arts was 57% in 2013.

122 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
65%

2011

 
 
65%

2010

 
 
68%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

55 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
24%

2011

 
 
41%

2010

 
 
51%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

125 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
57%

2011

 
 
61%

2010

 
 
67%
Science

The state average for Science was 67% in 2013.

122 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
79%

2011

 
 
69%

2010

 
 
82%
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

English Language Arts

All Students75%
Females77%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged69%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)80%
Parent education - college graduate64%
Parent education - graduate school/post graduate81%
Parent education - declined to state77%

Math

All Students84%
Females85%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged79%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)84%
Parent education - college graduate86%
Parent education - graduate school/post graduate96%
Parent education - declined to state69%
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

All Students64%
Females71%
Males59%
African American73%
Asian71%
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)73%
Economically disadvantaged51%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)67%
Parent education - college graduate76%
Parent education - graduate school/post graduate78%
Parent education - declined to state45%

Math

All Students88%
Females90%
Males85%
African American91%
Asian86%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged87%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)92%
Parent education - college graduate92%
Parent education - graduate school/post graduate89%
Parent education - declined to state82%
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

All Students78%
Females85%
Males69%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged66%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)75%
Parent education - college graduate84%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students89%
Females94%
Males85%
African American76%
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged79%
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)85%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
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

All Students74%
Females80%
Males69%
African American62%
Asian81%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged65%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability75%
English learner25%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)76%
Parent education - college graduate90%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students82%
Females82%
Males82%
African American67%
Asian94%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged74%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability83%
English learner67%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)91%
Parent education - college graduate87%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students59%
Females59%
Males60%
African American43%
Asian50%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged38%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability60%
English learner8%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)64%
Parent education - college graduate77%
Parent education - graduate school/post graduate76%
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

All Students70%
Females81%
Males55%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged66%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)63%
Parent education - college graduate78%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students58%
Females62%
Males53%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged43%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)45%
Parent education - college graduate66%
Parent education - graduate school/post graduate79%
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 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 Students71%
Females73%
Males70%
African American54%
Asian82%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged65%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)83%
Parent education - college graduate75%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Math

All Students72%
Females75%
Males70%
African American63%
Asian73%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged68%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)74%
Parent education - college graduate76%
Parent education - graduate school/post graduate85%
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 Students93%
Females89%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged92%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)95%
Parent education - college graduate90%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

English Language Arts

All Students67%
Females75%
Males57%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged56%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)83%
Parent education - college graduate69%
Parent education - graduate school/post graduate85%
Parent education - declined to state55%

General Mathematics (Grades 6 & 7 Standards)

All Students45%
Females44%
Males46%
African American35%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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

History - Social Science Grade 8 Cumulative

All Students69%
Females68%
Males71%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged52%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)83%
Parent education - college graduate63%
Parent education - graduate school/post graduate92%
Parent education - declined to state64%

Science

All Students81%
Females82%
Males80%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged69%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)93%
Parent education - college graduate80%
Parent education - graduate school/post graduate92%
Parent education - declined to state82%
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

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 39%
Hispanic 27%
Black 15%
Asian 10%
Two or more races 3%
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 47%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 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Librarian/media specialist(s)
Music teacher(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Staff resources available to students
  • Music teacher(s)
Music
  • Instrumental music lessons
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • Kelly An
Fax number
  • (562) 594-0818

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College preparatory

Resources

Staff resources available to students
  • Librarian/media specialist(s)
  • Music teacher(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Cafeteria
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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

Sports

Boys sports
  • Basketball
  • Football
Girls sports
  • Basketball
  • Volleyball

Arts & music

Music
  • Instrumental music lessons
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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1701 Petaluma Avenue
Long Beach, CA 90815
Phone: (562) 493-2636

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