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Teacher quality
Principal leadership
Parent involvement
Principal has excellent rapport with students, faculty, staff, parents. Knows most students by name. A parent himself, he understands the pressures families and kids face. He is very frank about challenging the notions of success in our competitive culture. Most teachers are excellent, though like at any school there are a few duds. But many go the extra mile for their students, especially the extracurricular advisors. Mills has terrific extracurricular programs like Model UN, Mock Trial, Robotics, FHA-HERO, Quiz Kids. As an active volunteer, I have met some of the friendliest, nicest, well-mannered young people at Mills. Student and parent communities are VERY welcoming. My kids transferred in but quickly made friends. I was readily accepted by PTO (not at all clique-ish, like many parent groups). My kids and I have really enjoyed experiencing another facet of California's diversity. (Our middle school was about 50% Hispanic/Latino, Mills is majority Asian.) Many people say Mills is "too hard" or "too competitive." Not so. My kids came from a middle school that is in program improvement and excelled at Mills, which is a welcoming, challenging and nurturing environment.
—Submitted by a parent
The Principal is fantastic. As a parent of middle schoolers, he understands first hand the challenges parents are going through - such as balancing homework load with family time, sports, and other extracurricullar activities. The teachers are also excellent. Most going the extra mile to make sure that their students learn and enjoy learning. The school is academically challenging, but not overly competitive. The students are warm and friendly. The students are not in the least "clique-ish". Parent involvement is a bit low, but that is cultural since many parents are immigrants from countries where "parent involvement" is not the norm. That said there is an extremely dedicated group of parents who work with the faculty and administration to to make Mills the best high school.
—Submitted by a parent
Mills is the best in the district in academics (; We rock in most sports. school spirit is off the charts! 2012 (;
—Submitted by a parent
I feel I'm a part of everything they do, we're like family(=
—Submitted by a parent
It Has won many 'most distinguished school' awards, and it is extremely spirited.
—Submitted by a student
the environment of the entire school is nice and the teachers are cheerful.
—Submitted by a parent
Mills has given me the tools to succeed in life, the confidence to achieve and the ability to excel.
—Submitted by a student
I love Mills High School because it is a welcoming place, and I have all my friends with me
—Submitted by a student
Most people look at high school as stupid, boring, and a waste of time, but as far as my high school experience goes, it was amazing. Mills high school has amazing teachers, people you can trust, and i made so many friends that i stil have. Everything was also at peace when i was there, there was no bullies no nothing. Now that i have graduated from mills high school, i miss it sometimes!
—Submitted by a student
Great Academics as well as the nice enviornment.
—Submitted by a student
It's a great school with an awsome communtiy. We have tons of events. We're the best rated school for being the most spiritful in the county of San Mateo. There's never any violence going on during the school year. Overall, it's a great school, and that's why it's my favorite school.
—Submitted by a student
As a parent, I see these young kids being prepared realistically for their futures....with hard work comes success. Go Vikings.
—Submitted by a parent
Best academics, many 5.0 students, many students who go on to good colleges, and universities: one of my son's is an alumni who received a D1 basketball scholarship after attending junior college first! Many improvements have been made to the facility, and the staff is excellent.
—Submitted by a parent
I think Mills High School is a great school. The teachers and counselors are great with the children. They put the time and effort in this kid day in and out.
—Submitted by a parent
I love mills because it's a very nice scenic area, and very heartwarming. And the spirit is just awesome hehe
—Submitted by a student
it has great API and SAT scores! The people and spirit are awesome!
—Submitted by a parent
Class of 2010! <3 great environment and people and teachers and staff that care.
—Submitted by a student
what's NOT to brag? we got the highest API score in SMHSD ! :)
—Submitted by a parent
It's an awsome pace to be, and the education is great!
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
272 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
303 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
279 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
326 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
327 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
326 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
321 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
234 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
320 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 50% |
| Females | 63% |
| Males | 38% |
| African American | n/a |
| Asian | 63% |
| Filipino | 62% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 51% |
| Students with disability | 0% |
| Students with no reported disability | 57% |
| English learner | 29% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 83% |
| Males | 96% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 81% |
| Males | 84% |
| African American | n/a |
| Asian | 89% |
| Filipino | 84% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | 31% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 89% |
| Males | 76% |
| African American | n/a |
| Asian | 89% |
| Filipino | 85% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 86% |
| Students with disability | 20% |
| Students with no reported disability | 85% |
| English learner | 30% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 75% |
| Males | 78% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 73% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 64% |
| Males | 76% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | n/a |
| Males | 38% |
| African American | n/a |
| Asian | 38% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 44% |
| Students with disability | 25% |
| Students with no reported disability | 40% |
| English learner | 37% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 50% |
| Males | 61% |
| African American | n/a |
| Asian | 71% |
| Filipino | 47% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 15% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 40% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 75% |
| Males | 70% |
| African American | n/a |
| Asian | 84% |
| Filipino | 68% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 77% |
| Students with disability | 19% |
| Students with no reported disability | 76% |
| English learner | 18% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 59% |
| All Students | 36% |
| Females | 24% |
| Males | 46% |
| African American | n/a |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 42% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 89% |
| Males | 100% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 72% |
| Males | 77% |
| African American | n/a |
| Asian | 82% |
| Filipino | 79% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 78% |
| Students with disability | 33% |
| Students with no reported disability | 78% |
| English learner | 25% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 76% |
| All Students | 73% |
| Females | 70% |
| Males | 75% |
| African American | n/a |
| Asian | 83% |
| Filipino | 74% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 77% |
| Students with disability | 27% |
| Students with no reported disability | 76% |
| English learner | 28% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 65% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 28% |
| Males | 34% |
| African American | n/a |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 17% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 5% |
| Males | 28% |
| African American | n/a |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 23% |
| Students with disability | 8% |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 76% |
| Males | 68% |
| African American | n/a |
| Asian | 76% |
| Filipino | 70% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 74% |
| Students with disability | 27% |
| Students with no reported disability | 75% |
| English learner | 22% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 69% |
| All Students | 15% |
| Females | 0% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 58% |
| Males | 72% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 72% |
| Males | 77% |
| African American | n/a |
| Asian | 78% |
| Filipino | 44% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 72% |
| Males | 76% |
| African American | n/a |
| Asian | 81% |
| Filipino | 70% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 76% |
| Students with disability | 45% |
| Students with no reported disability | 76% |
| English learner | 32% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 69% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
329 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
328 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 97% |
| Males | 93% |
| African American | n/a |
| Asian | 97% |
| Filipino | 89% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 97% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 88% |
| Students with disability | 71% |
| Tested with modifications | n/a |
| English learner | 78% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 93% |
| Females | 92% |
| Males | 94% |
| African American | n/a |
| Asian | 98% |
| Filipino | 89% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Declined to state | 91% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 94% |
| Students with disability | 58% |
| Tested with modifications | n/a |
| English learner | 83% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 53% | 8% | ||
| White | 20% | 28% | ||
| Hispanic or Latino | 12% | 49% | ||
| Filipino | 8% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 6% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 39% | 2% | ||
| Mandarin (Putonghua) | 23% | 1% | ||
| Spanish | 12% | 85% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| Arabic | 4% | 1% | ||
| Korean | 4% | 1% | ||
| Hindi | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Tongan | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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