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GreatSchools Rating

Los Banos High School

Public | 9-12

 
 

Living in Los Banos

Situated in a suburban neighborhood. The median home value is $120,000. The average monthly rent for a 2 bedroom apartment is $850.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted March 13, 2012

They don't take care of handle bullying very well. Teachers don't pay attention to the bullying and teasing going on. They just turn a blind eye to it. Children need to be able to feel safe and comfortable at school and not fear going each day.


Posted August 31, 2011

If I could give this school a negative star rating I would. I am so disgusted and disappointed with this school. 3 weeks into school my daughter was moved out of her Biology class. This was because this class was now a Spanish immersion class, and all of the "English" speaking children were moved out. Reverse discrimination is practiced like this all of the time at this school.
—Submitted by a parent


Posted December 6, 2010

Not a good school! Not a good district! Teachers and staff are more probation officers then they are teachers. No communication or care from staff regarding childrens educational needs. Only communication is when a child is misbehaving. Teachers will not even communicate with parent when grades are in jeapordy. School is not teaching at State Standards. Your children will not receive the education they deserve. School and district need to hire more qualified staff and take charge. The children have more control over staff then staff over children.
—Submitted by a parent


Posted January 14, 2010

As a former student, I can say there are great teachers at this school......along with the unfortunate hand-full of teachers who should quit because they have lost their passion for what they are supposed to be doing: teaching. If your child/student is self-motivated and has a strong sense of autonomy, they will do well at this school.........for that matter, they are typically the students who do well at any school. When I attended this school their was a program called AVID (Advanced Via Individual Determination,) which sought to prepare students for attendance at a four year university; this was an amazing program especially considering its focus on development of cognitive skills through discussion (Socratic Seminar) and analytical assignments. The key to success is quality parental involvement and support: this means teach your kids/students how to think, not what to think...and they'll be set for life!
—Submitted by a student


Posted May 30, 2007

truly a good school... as a former student, I seen it all. the teachers are good, but the student in return most put their effort into improving upon themselves. if you show no interest on improvement the some teachers will put effort into helping you and others will not, but for sure if you go to the teacher and request the extra help they will help you in anyway possible. the programs are limited, but you can take a class at the local community college free of charge* (it was free when I attended) as long as you are a current student. -parent involvement average. they they sent plenty of notices (with students) -available programs: soccer art music football tennis swimming track basketball(new building) baseball (new field) golf cross country drama etc... -safety good new security measures (all in progress) class of 2006
—Submitted by a former student


Posted December 27, 2006

I think those who have a goal and want to learn will do very good at this school. However those who need a little help, guidance or help in general are doom.
—Submitted by a parent


Posted August 31, 2006

I want there until I had to move at the end of junior year and I started my freshman year. The teachers and other administrators there were great. I miss them so much I would love to go back. Their rule enforcement have become stronger and in tact so its just a safer and better environment. The new buildings are great. New classrooms helped the crowd and the new gym gave room for more activities. The clubs and sports are great and help people meet others and have a better year in high school. Overall I rate this school with a solid 10! I would recommend it to anyone who truly wants high school years to remember! I think I've said enough!
—Submitted by a former student


Posted July 7, 2006

I went to school for 2 years then I went to a different school. My advice too this school is to get better teachers and staff.
—Submitted by a former student


Posted May 3, 2006

The quality of Eduaction at LBHS is very good. It is a big school, but there are many teachers that care about their students. The discipline poicies are being worked out to better the school and its students. Numerous AP courses provided. Many art and music courses are provided.
—Submitted by a teacher


Posted January 14, 2006

The academic programs are not bad, they seem adequate. They should have more diverse clubs. Music and art are available, and easy to get into. The sports are well managed. The parent involvement is sad. There is no involvement what so ever. More parents need to be involved and give their opinions on the school, and certain new laws. The parent involvement needs to be helped.
—Submitted by a student


Posted July 27, 2005

I think that the academic programs can be improved as well as other extracurricular activities. I do appreciate the different types of activites that include music, arts, and sports. I am a very involved parent and constantly visit the campus. I also appreciate those teachers that are willing to meet with me to discuss my child's progress and ways to help him improve academically and increase his chances to go to a 4 year college. My son just enrolled in the middle of last year threfore I still have more to learn from this school and staff.
—Submitted by a parent


Posted July 5, 2004

School's curriculum has been satisfactory. We were impressed with the course offerings for advanced placement/honors freshmen courses. The school needs to increase communication between administration and parents. Also the school needs to increase communication between teachers and parents. There needs to be a benchmark system in place, as many students don't seem to know what or when subject matter is to be learned. We have had a large number of phone calls and/or requests for information on our child's progress/behavior either ignored or the response has been so late that it didn't make any difference.
—Submitted by a parent


Posted May 10, 2004

I went to this school from 93 t 96 alot has changed since then. There is now security which is a good thing. I would have to agree with alot of you on the lack of parent involvement and also the teaching skills. But as far as the security I think they do a great job. Randy Ware has been there for a number of years and I think he's just great. I also think that Michael Tate is doing a great job. He's only been there about year an half but I think hes just great for the kids. He's very involved in community sports which alot of these kids play. And they get to know him on a one on one. And the same for him. And thats what alot of kids want is just someone that they can relate to. And thats just what he is.
—Submitted by a student


Posted March 19, 2004

I graduated from this school in 1999. It was crowded then so I can begin to imangine how it is now! The drug problem there was a major problem when I went there and still hear of it now. There is no rooted faculty there. I think the biggest problem is that parents are not participating enough. Too many parents are commuting over the hill they don't have time to be involved. Alot of commmuters take their children to over the hils schools. The only parents I see getting involved are stay at home parents or parents who come from this town and attended this school. I hope things change or I will more then likely not send my own children here.
—Submitted by a former student


Posted March 10, 2004

This school as well as the district is lacking in all areas. Let me just touch on a few. Children with any learning problems are put into programs that are only moderatly helpful. We need to look into some other kinds of alternatives. There are some schools in the bay area that area what they call 'High tech' high schools which give the kids so many other oppertunities. Anyone interested in seeing one of these schools check out 'Newark Memorial' high school in Newark, Ca.
—Submitted by a parent


Posted September 12, 2003

where are they getting these teachers? Are they all new grads or just a bunch of one subject credentialed teachers....
—Submitted by a parent


Posted September 9, 2003

I agree with the last poster. I only want to add that the security is terrible. The teachers lack the skills needed for children with ADHD.(in milder forms)Otherwise they don't deal with them at all ('In House' is their answer.) I wish we had other options. The counselors and school psycologist are great and very helpful but also limited in what they can do for your child's needs. I hate it that I have an 11th grader there now and an 8th grader going next year. I hear so many of the same concerns from a lot of parents that are very frustrated.
—Submitted by a parent


Posted August 22, 2003

I'm not a parent, but I'm a student. In the past 3 years of this school, we have had 4 different principals and the staff is always changing. Last year the principal was never even at the school. Some teachers are really great and understanding as human beings, such as Mrs. Kruger, and other teachers have great ways to teach kids, such as Mr. Wilson. Extracurricular activities are all right, but more effort should be put into them and there should be a wider choice of activities. Parent involvement is at a minimum, but this doesn't seem to be a huge problem. The parents are informed on their child's status and grades in the school, and this enough for students, parents, and teachers alike at the school. It does not pose a problem. Safety is at an all time high for the school now that they have restroom passes and a gate that surrounds the school. The gate is not a fire hazard, for it is far away from all the classrooms, and there are openings everywhere for children to be able to leave the school if forced to. The gate was made to keep people out of the schools, and not in. Next, studies have shown that most fights at Los Banos High School occur during classes. To minimize this, the school has issued restroom passes to all of the students. Any student outside their class without a signed pass will get detention. Restroom passes are limited. The school also has several guards around school campass to help keep the school safe and managable. Overall I gave the school a 2 in rating, for the school may not have as many fights in it, but the drug problem is so amazingly overwhelming that it would make you sick. We have found a way to get rid of some fights, now lets find a way to get rid of drugs and overcrowding in our schools.
—Submitted by a former student


Posted August 11, 2003

Parents are not kept informed and not encouraged to be invloved. It is impossible to contact teachers and the staff turnover is outrageous. This town is in need of two quality high schools.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

731

Change from
2012 to 2013

-43

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet its schoolwide API target for 2013.
  • 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 did not meet all student subgroup API targets for 2013

This school's
API score

731

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

-43

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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
(2012)

6 / 10

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

5 / 10

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

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

214 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
9%

2011

 
 
15%

2010

 
 
11%
Algebra II

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

12 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
23%
Biology/Life Sciences

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

230 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
62%

2011

 
 
80%

2010

 
 
84%
Earth Science

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

91 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
29%

2011

 
 
38%

2010

 
 
30%
English Language Arts

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

310 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
56%

2011

 
 
60%

2010

 
 
51%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

80 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
59%

2011

 
 
55%

2010

 
 
37%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

65 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
6%

2011

 
 
9%

2010

 
 
6%
Algebra II

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

60 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
47%

2011

 
 
30%

2010

 
 
24%
Biology/Life Sciences

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

51 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
44%

2011

 
 
40%

2010

 
 
51%
Chemistry

The state average for Chemistry was 46% in 2013.

151 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
52%

2011

 
 
44%

2010

 
 
43%
Earth Science

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

37 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
25%

2011

 
 
23%

2010

 
 
25%
English Language Arts

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

237 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
49%

2011

 
 
42%

2010

 
 
46%
Geometry

The state average for Geometry was 15% in 2013.

111 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
16%

2011

 
 
19%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

233 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
64%

2011

 
 
50%

2010

 
 
49%
World History

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

250 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
44%

2011

 
 
41%

2010

 
 
37%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

19 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
4%

2011

 
 
12%

2010

 
 
15%
Algebra II

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

78 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
6%

2011

 
 
20%

2010

 
 
11%
Biology/Life Sciences

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

72 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
58%

2011

 
 
61%

2010

 
 
64%
Chemistry

The state average for Chemistry was 32% in 2013.

88 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
25%

2011

 
 
24%

2010

 
 
26%
Earth Science

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

18 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
n/a

2011

 
 
32%

2010

 
 
21%
English Language Arts

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

232 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
45%

2011

 
 
51%

2010

 
 
39%
Geometry

The state average for Geometry was 8% in 2013.

53 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
5%

2011

 
 
6%

2010

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

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

78 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
32%

2011

 
 
36%

2010

 
 
46%
Physics

The state average for Physics was 58% in 2013.

43 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
67%

2011

 
 
89%

2010

 
 
80%
U.S. History

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

240 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
53%

2011

 
 
63%

2010

 
 
50%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
10%

2010

 
 
38%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students3%
Females2%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)5%
Economically disadvantaged3%
Non-economically disadvantaged3%
Students with disability0%
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)5%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students41%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
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 Students51%
Females44%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged44%
Non-economically disadvantaged59%
Students with disability8%
Students with no reported disability53%
English learner0%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)62%
Parent education - college graduate58%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Earth Science

All Students21%
Females17%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged18%
Non-economically disadvantaged35%
Students with disability13%
Students with no reported disability22%
English learner19%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)5%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

English Language Arts

All Students52%
Females51%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged44%
Non-economically disadvantaged66%
Students with disability38%
Students with no reported disability53%
English learner6%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)60%
Parent education - college graduate59%
Parent education - graduate school/post graduate67%
Parent education - declined to state42%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Geometry

All Students33%
Females23%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged29%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)41%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students5%
Females0%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students37%
Females36%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged45%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
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)35%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students27%
Females17%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability28%
English learner9%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate21%
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

Chemistry

All Students40%
Females36%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged33%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)41%
Parent education - college graduate41%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Earth Science

All Students24%
Females15%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females50%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged37%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability46%
English learner0%
Fluent-English proficient and English only50%
Migrant education18%
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)59%
Parent education - college graduate48%
Parent education - graduate school/post graduate60%
Parent education - declined to state38%

Geometry

All Students6%
Females6%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged4%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)6%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Science

All Students54%
Females47%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged49%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability54%
English learner12%
Fluent-English proficient and English only59%
Migrant education27%
Gifted and talentedn/a
Parent education - not a high school graduate51%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)70%
Parent education - college graduate56%
Parent education - graduate school/post graduate62%
Parent education - declined to state31%

World History

All Students33%
Females27%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged28%
Non-economically disadvantaged41%
Students with disability6%
Students with no reported disability35%
English learner0%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)43%
Parent education - college graduate39%
Parent education - graduate school/post graduate50%
Parent education - declined to state7%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students5%
Femalesn/a
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students4%
Females3%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged4%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)5%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students65%
Females66%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged55%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)46%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students14%
Females16%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged10%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability14%
English learner0%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)22%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students39%
Femalesn/a
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students51%
Females60%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged44%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability50%
English learner5%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)42%
Parent education - college graduate66%
Parent education - graduate school/post graduate73%
Parent education - declined to state55%

Geometry

All Students6%
Females9%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students34%
Females24%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged28%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)25%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students67%
Females63%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged60%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
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)73%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students49%
Females51%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged42%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability51%
English learner12%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)46%
Parent education - college graduate64%
Parent education - graduate school/post graduate63%
Parent education - declined to state55%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

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

257 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
86%

2011

 
 
88%

2010

 
 
87%
Math

The state average for Math was 84% in 2013.

260 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
88%

2011

 
 
88%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students81%
Females87%
Males75%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to staten/a
Economically disadvantaged77%
Non-economically disadvantaged88%
Economic Status Unknownn/a
Students with disability17%
Tested with modificationsn/a
English learner44%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students80%
Females86%
Males75%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged75%
Non-economically disadvantaged90%
Economic Status Unknownn/a
Students with disability19%
Tested with modificationsn/a
English learner41%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 66% 52%
White 27% 26%
Black 3% 6%
Asian or Asian/Pacific Islander 2% 11%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 8%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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1966 11th Street
Los Banos, CA 93635
Phone: (209) 826-6033

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