GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Wilson High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
I am a parent of a Wilson student and a teacher at a different Long Beach High School. Wilson has a strong academic program, plenty of student support for both academics and personal issues and great parent support. My student is also an athelete and the coaches emphasize academics before athletics. The staff at this school has always returned my emails and phone calls either the same day or the next day. I even received an email from the counselor at 10pm. My student is very happy at Wilson and her academic program is both challenging and engaging. We have had only positive experiences at this school.
—Submitted by a parent
Wilson is a historic school with unsophisticated, completely disorganized and overly impacted programs. For the past four years we have experienced disengaged and unhelpful counselors and dishonest athletic booster clubs coupled with administrators who are more interested in the status quo rather than progress. Poly PACE or CIC seem to be much better programs in the same school district with overall better athletic performance.
—Submitted by a parent
Overall, Wilson is a great school. I have two children attending at this moment. One of my children is special needs; this is where Wilson needs to refine their skills. Granted parental involvement is vital with any student and especially when that child has special needs, but I have had to go beyond the norm to advocate for my child. Both my children are doing well at Wilson but be diligent if your child has any special needs.
—Submitted by a parent
Wilson is a good school, my son graduated this past may in The Distinguished scholars program top 26 students. He received the President scholarship at CSULB and a scholarship from WB. High school has changed this year but it is what you make it. Students go there assigned counselor door and write there name down, the counselor will take the student out of class to speak to them. Parents have to understand they must let there child take care of this stuff. As on of the parents stated they can't get a hold of the counselor, I found they answer emails a lot faster then phone calls. I use to set up my appoints threw email. Good luck to all the parents and students at Wilson....we as parents had a great experience.
—Submitted by a parent
It is my understanding that this school used to be better but im guessing budget cuts have ruined that for many schools- including this one. This school is way overcrowded. The Distinguished scholars program is no where near as challenging as they claim it will be and the all new adminstration abd counselors are so overwhelmed that you are lucky to get a call back after 5 or 6 attempts.In addition, if your child has any issues that need attendind to, dont expect ant compassion- they are rude and short with you and your kid... If you do not want your good student to end up "just a number" and lost in a crowd, find another school, i wished i had! We are out of there in January-semester change!
—Submitted by a parent
I LOVE WILSON!!!! I also miss being there, great school better than other school around long beach.
—Submitted by a student
As an example of Wilson's preparing students for careers, they are one of the few high schools having computer classes that will earn students certifications in PhotoShop and other programs.
—Submitted by a parent
This is my eighth year teaching at Wilson and twenty-third year teaching total. I teach in a program for at-risk students and I enjoy it most days. I think Wilson has a lot to offer--a lot of AP classes, Distinguished Scholars, lots of clubs, lots of activities, sports, and a program for those students who are struggling. Wilson's not a perfect school by any means--I think we're way overcrowded; we weren't built to house 4500 kids and I don't think we have enough staff to monitor all of them (district budget cuts). We've had our racial issues at times and I wish more African American and Latino students would get involved, but all in all, we're a good school and I would send my own child here. P.S. Shhhh...I'm a Poly grad!
—Submitted by a teacher
This school is the worst school in the city. It shouldn't even be named a classical school because it's not. The students that attend school are rude & have no respect for one another. walking from class to class is sometimes worst then walking around new york city. the layout of the school looks like a jail. i am currently trying to go to st.anthony high where i feel more comfortable. if i were you, i would send them to st.anthonys. i give this school a 1/10 & i give st.anthonys a 9/10.
—Submitted by a student
I am a Wilson alumni and this school helped me prepare for the UC school system. They help put you on a path that will get you into the school you want as long as you put in the effort. I graduated from the Distinguished Scholars program which requires students to maintain certain academic rigor. They offer plenty of AP courses, all with great teachers that work hard to prepare you for the test. The athletic department is superior and is balanced by an equally distinguished academic curriculum. I enjoyed my 4 years here and felt very safe. The location is very accessible to students from various parts of Long Beach. I would recommend this school to anyone who is looking for a great academic program that will prepare them for higher education.
—Submitted by a student
Ever since my first year at Wilson, I have received so much support from all of my colleagues. The support provdided from the district and the on site staff is what makes teachers successful at what they do.
—Submitted by a teacher
My son graduated from Wilson in 2007. He is now at UCI. He has told me that he felt very prepared form college. He attributes being so well prepared to his schooling at WHS. He did take a lot of AP courses and just missed getting the Distinguished Scholars madallion. Wilson has it's problems but overall is a very good school and the people of Long Beach should be proud of this school.
—Submitted by a parent
Actually there are about 4,200 students (not over 5,000) currently at Wilson. Additionally the combination of declining enrollment and the recently passed school bond that will build 4 new thematic high schools will result in Wilson's reduction to about 3,500 students within the next 4 to 5 years. Wilson is a very good school with a great 'distinguished honors' program.
—Submitted by a parent
Wilson is a very large school with over 5000 students. With this size you are going to have challenges. As a parent my biggest concern has been that kids get lost in this environment unless they are playing a sport or are in the drama program. Students tend to hang out with friends from their sports team and stay within their group of friends. A student needs to work extra hard to make their learning experience a valuable one here.
—Submitted by a parent
I am a parent and a teacher who sent both of my sons to LB Wilson. We couldn't have selected a finer school for them to attend and receive a quality education. Wilson has programs for every individual, the counselors are amazing and keep the students on track for what they need to graduate and attend a 4 year college. Both of our sons played sports, and maintained at least a 3.0 gpa all 4 years. I love the new 'school loop' program that allows parents to know how their child is doing in all their classes. The principals, teachers and staff care about their students and the school. It's a great place to learn!
—Submitted by a parent
I think school is great it. It has great ways to be invovled and with its classical program it causes the students to learn more and get more credits and it is also a safe enviorment.
—Submitted by a student
Being that it is such a huge school my son and daughter have had a very difficult time in the athletics department. They both came from a smaller school enviorment. The transition has not been easy for them Neither of them have made the cut for sports teams they excelled it in smaller schools.
—Submitted by a parent
My son graduated in June 07 and I feel that he has a taste of the real world and how to find and or make his own way after attending Wilson High School. My other son is in 10th grade this year '08. The school has uniforms and it is awesome! Yes they are strict but not that strict. It improves the quality of the school! The school is very safe! I feel the students are safer at Wilson than a high school where they aren't proactive in keeping the students safe because just when they say it couldn't happen at my school, it does and will. The academic programs are great and so are the sports. My older son played 4 years of water polo and my younger son plays soccer and no you don't need to be a super star athlete to be on a particular team.
—Submitted by a parent
As a recent graduate of Wilson, now a student at Cal Poly Pomona, I feel as though the overall quality of teachers and educators was excellent during my four years there. While I did at times feel as though the non-teaching administrative staff cared less about quality of education and more about upholding petty uniform regulations, in the end I feel that the education I received was of an exceptional caliber. The relationships I formed while in attendance, along with fond memories of the good times spent there will stay with me for the rest of my life.
—Submitted by Josh, a former student
Well my dad is a teacher there and he is an inspiration to everyone also he is the Varsity Softball coach! Wilson is a great academic High School.....and a great dance school (I think best in the state) And The Distinguished Scholars program is very educated. The safety of the school is wonderful, they have security guards if needed and there are wonderful teachers that help. The parent involvement is great! They have a fantastic number of parents that help and raise money for Wilson! There Volleyball team is also one of the best in the state! The teachers care so much about getting the students prepared for the next grade or college. Even though you have to wear uniforms the teachers are pretty lenient about them. Wilson will help you reach your goals by helping each student individually and making sure that they need to know what is needed of them and for the next grade.
—Submitted by lacey, a student
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.
534 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
802 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
190 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
990 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.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
459 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.
402 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
348 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
509 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
1063 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
311 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
1044 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
1065 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.
196 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
203 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
237 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
250 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
859 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
185 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.
274 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
849 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 13% |
| Females | 13% |
| Males | 13% |
| African American | 11% |
| Asian | 16% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 18% |
| Students with disability | 3% |
| Students with no reported disability | 14% |
| English learner | 3% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 16% |
| Parent education - declined to state | 6% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 53% |
| Males | 59% |
| African American | 43% |
| Asian | 69% |
| Filipino | 91% |
| 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) | 74% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 69% |
| Students with disability | 30% |
| Students with no reported disability | 57% |
| English learner | 8% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 40% |
| All Students | 15% |
| Females | 7% |
| Males | 19% |
| African American | 4% |
| Asian | 14% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| 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) | 40% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 23% |
| Students with disability | 13% |
| Students with no reported disability | 15% |
| English learner | 4% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 59% |
| Females | 63% |
| Males | 53% |
| African American | 48% |
| Asian | 67% |
| Filipino | 77% |
| Hispanic or Latino | 45% |
| 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) | 81% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 74% |
| Students with disability | 21% |
| Students with no reported disability | 60% |
| English learner | 7% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 40% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| 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 | 0% |
| 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 | 0% |
| All Students | 44% |
| Females | 42% |
| Males | 48% |
| African American | 27% |
| Asian | 51% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 9% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 27% |
| 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 | 18% |
| Females | 17% |
| Males | 20% |
| African American | 15% |
| Asian | 14% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 21% |
| Students with disability | 16% |
| Students with no reported disability | 19% |
| English learner | 10% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | 13% |
| Parent education - declined to state | 12% |
| All Students | 43% |
| Females | 40% |
| Males | 47% |
| African American | 17% |
| Asian | 57% |
| Filipino | 33% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 52% |
| All Students | 36% |
| Females | 28% |
| Males | 45% |
| African American | 29% |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 56% |
| Students with disability | 7% |
| Students with no reported disability | 39% |
| English learner | 8% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 18% |
| All Students | 40% |
| Females | 37% |
| Males | 43% |
| African American | 34% |
| Asian | 46% |
| Filipino | 39% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 6% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 40% |
| All Students | 24% |
| Females | 16% |
| Males | 35% |
| African American | 20% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 4% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 31% |
| All Students | 51% |
| Females | 53% |
| Males | 49% |
| African American | 37% |
| Asian | 61% |
| Filipino | 69% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 68% |
| Students with disability | 6% |
| Students with no reported disability | 53% |
| English learner | 5% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 31% |
| All Students | 13% |
| Females | 10% |
| Males | 17% |
| African American | 0% |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 13% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | 12% |
| Parent education - declined to state | 9% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 48% |
| Males | 57% |
| African American | 39% |
| Asian | 63% |
| Filipino | 65% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 69% |
| Students with disability | 9% |
| Students with no reported disability | 54% |
| English learner | 9% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 32% |
| All Students | 49% |
| Females | 42% |
| Males | 58% |
| African American | 38% |
| Asian | 53% |
| Filipino | 69% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 64% |
| Students with disability | 7% |
| Students with no reported disability | 52% |
| English learner | 13% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 30% |
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 | 14% |
| Females | 13% |
| Males | 14% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 11% |
| Students with disability | 10% |
| Students with no reported disability | 14% |
| English learner | 6% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | 10% |
| Parent education - declined to state | 17% |
| All Students | 16% |
| Females | 12% |
| Males | 20% |
| African American | 17% |
| Asian | 19% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 24% |
| All Students | 66% |
| Females | 71% |
| Males | 60% |
| African American | 53% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 83% |
| Students with disability | 7% |
| Students with no reported disability | 71% |
| English learner | 13% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 48% |
| All Students | 19% |
| Females | 16% |
| Males | 21% |
| African American | 0% |
| Asian | 19% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 11% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 26% |
| Parent education - declined to state | 21% |
| All Students | 50% |
| Females | 48% |
| Males | 54% |
| African American | 33% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 59% |
| Students with disability | 18% |
| Students with no reported disability | 52% |
| English learner | 8% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 51% |
| All Students | 55% |
| Females | 60% |
| Males | 50% |
| African American | 45% |
| Asian | 51% |
| Filipino | 70% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | 14% |
| Students with no reported disability | 57% |
| English learner | 9% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 37% |
| All Students | 8% |
| Females | 1% |
| Males | 15% |
| African American | 4% |
| Asian | 9% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 14% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 41% |
| Females | 40% |
| Males | 43% |
| African American | 20% |
| Asian | 34% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 12% |
| All Students | 59% |
| Females | 58% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 52% |
| Males | 62% |
| African American | 45% |
| Asian | 61% |
| Filipino | 74% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 67% |
| Students with disability | 20% |
| Students with no reported disability | 59% |
| English learner | 13% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 40% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
1068 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
1056 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 | 87% |
| Females | 89% |
| Males | 84% |
| African American | 76% |
| Asian | 93% |
| Filipino | 92% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 96% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 84% |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 49% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 89% |
| Females | 89% |
| Males | 90% |
| African American | 77% |
| Asian | 96% |
| Filipino | 100% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 100% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 90% |
| Students with disability | 47% |
| Tested with modifications | 0% |
| English learner | 57% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
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
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 | 46% | 51% | ||
| White | 28% | 27% | ||
| Black | 12% | 7% | ||
| Asian | 11% | 11% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 56% | N/A | 54% |
| English language learners 2 | 10% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 82% | 85% | ||
| Khmer (Cambodian) | 13% | 0% | ||
| Lao | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Arabic | 0% | 1% | ||
| Cantonese | 0% | 2% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Hmong | 0% | 1% | ||
| Korean | 0% | 1% | ||
| Portuguese | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Thai | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


Tips for understanding school culture
Visit
4400 East Tenth Street
Long Beach,
CA 90804
Phone: (562) 433-0481
To start a new list, click OK. Otherwise click Cancel.
Zinsmeyer Academy
Long Beach, CA
Jefferson Leadership Academies School
Long Beach, CA
Bay Shore School
Long Beach, CA
Rosie the Riveter Charter High School
Long Beach, CA
St. Anthony High School
Long Beach, CA
True Social Justice Academy
Long Beach, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Wilson High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

