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GreatSchools Rating

Wilson High School

Public | 9-12 | 4346 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 4 ratings
2010:
Based on 1 rating

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28 reviews of this school


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Posted September 16, 2012

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


Posted May 5, 2012

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


Posted November 7, 2011

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


Posted November 7, 2011

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


Posted November 6, 2011

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


Posted March 31, 2011

I LOVE WILSON!!!! I also miss being there, great school better than other school around long beach.
—Submitted by a student


Posted October 12, 2010

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


Posted April 13, 2010

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


Posted December 22, 2009

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


Posted November 24, 2009

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


Posted September 16, 2009

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


Posted June 1, 2009

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


Posted February 23, 2009

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


Posted September 2, 2008

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


Posted September 2, 2008

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


Posted July 24, 2008

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


Posted October 15, 2007

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


Posted October 15, 2007

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


Posted January 5, 2007

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


Posted November 20, 2006

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.

About these ratings

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

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

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

This school's
API score

769

Change from
2011 to 2012

+31

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

2 / 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 its schoolwide API target for 2012.
  • This school has not yet 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 2012

This school's
API score

769

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

+31

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

5 / 10

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

2 / 10

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

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

534 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
12%

2010

 
 
18%

2009

 
 
35%
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

802 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
55%

2010

 
 
56%

2009

 
 
51%
Earth Science

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

190 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
8%

2010

 
 
7%

2009

 
 
7%
English Language Arts

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

990 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
55%

2010

 
 
59%

2009

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

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

30 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
22%

2010

 
 
15%

2009

 
 
21%
Geometry

The state average for Geometry was 48% in 2012.

459 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
40%

2010

 
 
41%

2009

 
 
45%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

402 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
9%

2010

 
 
20%

2009

 
 
18%
Algebra II

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

348 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
23%

2010

 
 
27%

2009

 
 
27%
Biology/Life Sciences

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

175 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
25%

2010

 
 
28%

2009

 
 
17%
Chemistry

The state average for Chemistry was 51% in 2012.

509 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
17%

2010

 
 
19%

2009

 
 
21%
Earth Science

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

207 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
20%

2010

 
 
17%

2009

 
 
20%
English Language Arts

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

1063 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
45%

2010

 
 
45%

2009

 
 
47%
Geometry

The state average for Geometry was 17% in 2012.

311 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
15%

2010

 
 
16%

2009

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

1044 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
56%

2010

 
 
48%

2009

 
 
47%
World History

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

1065 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
47%

2010

 
 
49%

2009

 
 
47%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

196 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
9%

2010

 
 
9%

2009

 
 
8%
Algebra II

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

203 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
9%

2010

 
 
9%

2009

 
 
6%
Biology/Life Sciences

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

187 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
34%

2010

 
 
41%

2009

 
 
43%
Chemistry

The state average for Chemistry was 34% in 2012.

237 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
17%

2010

 
 
11%

2009

 
 
22%
Earth Science

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

250 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
42%

2010

 
 
44%

2009

 
 
14%
English Language Arts

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

859 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
50%

2010

 
 
46%

2009

 
 
47%
Geometry

The state average for Geometry was 9% in 2012.

185 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
7%

2010

 
 
5%

2009

 
 
6%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
41%

2011

 
 
44%

2010

 
 
44%

2009

 
 
44%
Physics

The state average for Physics was 56% in 2012.

76 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
49%

2010

 
 
39%

2009

 
 
51%
U.S. History

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

849 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
51%

2010

 
 
48%

2009

 
 
53%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students13%
Females13%
Males13%
African American11%
Asian16%
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged10%
Non-economically disadvantaged18%
Students with disability3%
Students with no reported disability14%
English learner3%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)20%
Parent education - college graduate21%
Parent education - graduate school/post graduate16%
Parent education - declined to state6%

Algebra II

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

Biology/Life Sciences

All Students56%
Females53%
Males59%
African American43%
Asian69%
Filipino91%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged44%
Non-economically disadvantaged69%
Students with disability30%
Students with no reported disability57%
English learner8%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)54%
Parent education - college graduate68%
Parent education - graduate school/post graduate78%
Parent education - declined to state40%

Earth Science

All Students15%
Females7%
Males19%
African American4%
Asian14%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged13%
Non-economically disadvantaged23%
Students with disability13%
Students with no reported disability15%
English learner4%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)12%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

English Language Arts

All Students59%
Females63%
Males53%
African American48%
Asian67%
Filipino77%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged46%
Non-economically disadvantaged74%
Students with disability21%
Students with no reported disability60%
English learner7%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)63%
Parent education - college graduate74%
Parent education - graduate school/post graduate82%
Parent education - declined to state40%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learner0%
Fluent-English proficient and English only0%
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 state0%

Geometry

All Students44%
Females42%
Males48%
African American27%
Asian51%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged32%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability45%
English learner9%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)40%
Parent education - college graduate56%
Parent education - graduate school/post graduate58%
Parent education - declined to state27%

Integrated/Coordinated Science 1

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

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students18%
Females17%
Males20%
African American15%
Asian14%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged17%
Non-economically disadvantaged21%
Students with disability16%
Students with no reported disability19%
English learner10%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)39%
Parent education - college graduate24%
Parent education - graduate school/post graduate13%
Parent education - declined to state12%

Algebra II

All Students43%
Females40%
Males47%
African American17%
Asian57%
Filipino33%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)57%
Economically disadvantaged31%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)37%
Parent education - college graduate46%
Parent education - graduate school/post graduate53%
Parent education - declined to state52%

Biology/Life Sciences

All Students36%
Females28%
Males45%
African American29%
Asian47%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged21%
Non-economically disadvantaged56%
Students with disability7%
Students with no reported disability39%
English learner8%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)45%
Parent education - college graduate50%
Parent education - graduate school/post graduate67%
Parent education - declined to state18%

Chemistry

All Students40%
Females37%
Males43%
African American34%
Asian46%
Filipino39%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged32%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability40%
English learner6%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)40%
Parent education - college graduate43%
Parent education - graduate school/post graduate45%
Parent education - declined to state40%

Earth Science

All Students24%
Females16%
Males35%
African American20%
Asian50%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
White (not Hispanic)36%
Economically disadvantaged24%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability25%
English learner4%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)32%
Parent education - college graduate14%
Parent education - graduate school/post graduate55%
Parent education - declined to state31%

English Language Arts

All Students51%
Females53%
Males49%
African American37%
Asian61%
Filipino69%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged37%
Non-economically disadvantaged68%
Students with disability6%
Students with no reported disability53%
English learner5%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduate65%
Parent education - graduate school/post graduate77%
Parent education - declined to state31%

Geometry

All Students13%
Females10%
Males17%
African American0%
Asian18%
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged11%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability13%
English learner13%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)6%
Parent education - college graduate19%
Parent education - graduate school/post graduate12%
Parent education - declined to state9%

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

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

Science

All Students53%
Females48%
Males57%
African American39%
Asian63%
Filipino65%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged39%
Non-economically disadvantaged69%
Students with disability9%
Students with no reported disability54%
English learner9%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)62%
Parent education - college graduate65%
Parent education - graduate school/post graduate76%
Parent education - declined to state32%

World History

All Students49%
Females42%
Males58%
African American38%
Asian53%
Filipino69%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged36%
Non-economically disadvantaged64%
Students with disability7%
Students with no reported disability52%
English learner13%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)54%
Parent education - college graduate60%
Parent education - graduate school/post graduate71%
Parent education - declined to state30%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students14%
Females13%
Males14%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino14%
White (not Hispanic)11%
Economically disadvantaged15%
Non-economically disadvantaged11%
Students with disability10%
Students with no reported disability14%
English learner6%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)30%
Parent education - college graduate13%
Parent education - graduate school/post graduate10%
Parent education - declined to state17%

Algebra II

All Students16%
Females12%
Males20%
African American17%
Asian19%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged13%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)17%
Parent education - college graduate12%
Parent education - graduate school/post graduate18%
Parent education - declined to state24%

Biology/Life Sciences

All Students66%
Females71%
Males60%
African American53%
Asian75%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged51%
Non-economically disadvantaged83%
Students with disability7%
Students with no reported disability71%
English learner13%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)84%
Parent education - college graduate68%
Parent education - graduate school/post graduate92%
Parent education - declined to state48%

Chemistry

All Students19%
Females16%
Males21%
African American0%
Asian19%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged13%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability18%
English learner11%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)9%
Parent education - college graduate23%
Parent education - graduate school/post graduate26%
Parent education - declined to state21%

Earth Science

All Students50%
Females48%
Males54%
African American33%
Asian59%
Filipinon/a
Hispanic or Latino40%
White (not Hispanic)64%
Economically disadvantaged39%
Non-economically disadvantaged59%
Students with disability18%
Students with no reported disability52%
English learner8%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)61%
Parent education - college graduate53%
Parent education - graduate school/post graduate68%
Parent education - declined to state51%

English Language Arts

All Students55%
Females60%
Males50%
African American45%
Asian51%
Filipino70%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged43%
Non-economically disadvantaged65%
Students with disability14%
Students with no reported disability57%
English learner9%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)58%
Parent education - college graduate60%
Parent education - graduate school/post graduate81%
Parent education - declined to state37%

Geometry

All Students8%
Females1%
Males15%
African American4%
Asian9%
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
White (not Hispanic)7%
Economically disadvantaged11%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability9%
English learner14%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)8%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

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

All Students41%
Females40%
Males43%
African American20%
Asian34%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged34%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)43%
Parent education - college graduate43%
Parent education - graduate school/post graduate50%
Parent education - declined to state12%

Physics

All Students59%
Females58%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
White (not Hispanic)67%
Economically disadvantaged42%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)58%
Parent education - college graduate64%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

U.S. History

All Students58%
Females52%
Males62%
African American45%
Asian61%
Filipino74%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged47%
Non-economically disadvantaged67%
Students with disability20%
Students with no reported disability59%
English learner13%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)67%
Parent education - college graduate63%
Parent education - graduate school/post graduate75%
Parent education - declined to state40%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

1068 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
85%

2010

 
 
85%

2009

 
 
85%
Math

The state average for Math was 84% in 2012.

1056 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
83%

2010

 
 
85%

2009

 
 
86%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students87%
Females89%
Males84%
African American76%
Asian93%
Filipino92%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state96%
Economically disadvantaged81%
Non-economically disadvantaged94%
Economic Status Unknown84%
Students with disability36%
Tested with modificationsn/a
English learner49%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students89%
Females89%
Males90%
African American77%
Asian96%
Filipino100%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state100%
Economically disadvantaged85%
Non-economically disadvantaged95%
Economic Status Unknown90%
Students with disability47%
Tested with modifications0%
English learner57%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
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%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 156%N/A54%
English language learners 210%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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4400 East Tenth Street
Long Beach, CA 90804
Phone: (562) 433-0481

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