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Teacher quality
Principal leadership
Parent involvement
My child is a part of the new Math and Science Academy at MHS. I have been extremely pleased with the quality of his education. The pre-AP and honors classes he has taken have been excellent. The guest speaker series for the Math and Science Academy has been excellent with speakers from JPL, industry, and academics sharing their scientific career paths. The band program is excellent. The school has been improving and it appears that it will continue to do so in the future.
—Submitted by a parent
As a senior at Monrovia High, I have mixed feelings about my time here. Outside of AP classes, the regular classes at MHS are dumbed down to a level that fails to challenge gifted students. I find that teachers at our school are mixed, you will find some outstanding ones and some horrible teachers. Athletic facilities at our school are outdated, but they are currently undergoing construction with the passage of a new bond plan.
—Submitted by a student
Monrovia High School is the absolute best! Even though its kind of boring at lunch the academic classes and just every class overall is GREAT! I know these 4 years are SO going to be worth it. The teachers are really easy to get along whereas the students aren't but you'll learn to cope trust me<<<<-----its a good school way better than any other schools. [:
—Submitted by a student
I have just started Monrovia High School, and already I know it is going to be a great experience. The band program is getting better and I'm happy to be a part of it. :]
—Submitted by a student
I must say honestly that Monrovia High School is great. The staff does interact with the students and the atmosphere is very positive and laid-back. I am going to graduate from MHS on June 11,2008 and I am proud to represent such a great school!
—Submitted by a student
Ridiculous administation. Parents must contact councelors to get their attention or else they rarely see the students.
—Submitted by a parent
All three of my children have attended MHS. Overall it has been an unsatisfactory experience. The counselors, up until this year have never paid any attention. And we have always tried to be 'in touch' with the staff. I must say, I am happy that this will be our last year. Aside from a handful of teachers and the same of the office staff, it would be terrific for future students to have a revamped staff.
—Submitted by a parent
As a graduate of MHS, I must say that it is a great school to attend. Though the Academic Curriculum may be shallow and lacking college level challenges, there is so much to learn about life at MHS. The key to making Monrovia High School work for you is to get involved. There are so many different things to do outside of education and sports, and perhaps most importantly, the diversity of people and cultures teaches a student tolerance and they learn about other cultures through the schools Cultural Diversity programs and assemblies. MHS is great school for any student who wants to live life and for any parent who wants their child not only to learn educationally but to also learn valuable life skills. -Darryl
—Submitted by a student
Monrovia High has quite a bit to improve on...It needs a fresh new group of energetic teachers which would be a great asset to the students as well as the parents. I have three students attending and we are considering relocating. Not satisfied.
—Submitted by a parent
This school has been great for my child, helpful staff and friendly teachers. Great band director and booster club.
—Submitted by a parent
I am a student of Monrovia High, and overall I have had a great experience. I find there to be a diversity of activities, people, and elective courses at MHS; I have had a handful of highly motivational teachers during my four years; I have always felt safe and comfortable on the beautiful campus; and I have taken part in one of the best video production and drama departments in the area. My biggest complaint is that I feel academically unchallenged in most of the regular courses, and find the Advanced Placement courses to be less that college level. Ultimately however, it is more of an issue of the shallow state-curriculum and lack of parental support; I don't blame Monrovia teachers completely. Ultimately if I had a child, I would send them to Monrovia.
—Submitted by Danielle, a student
Monrovia could improve their academic programs and parent follow up. I found that once I started an inquiry about my child, the administrators initially reacted, but then follow up slacks off. Extracurricular activities are about average. Parent involvement is a positive aspect of the school. Most events are well attended and the community is also involved with each school.
—Submitted by Parent, a parent
Monrovia High School currently lacks a effective math and science program, and requires only 2 years of math and science. Additionally, my son complains about the lack of academic programs, and has displayed outrage about the how teacher is giving 6th grade work. Parent involovement is quite low, and most parents are not aware about their child's teachers. Overall, I am very disappointed about this school, and I plan to send my child to private school next year.
—Submitted by a parent
Few academic programs. Small availability of any arts or sciences programs. Programs heavily fun sports. Parent involvement adequate.
—Submitted by Liea Spinelli, a former student
This school is wonderful. Nestled in the foothills of Monrovia is my high school alma mater. Monrovia high school is absolutely wonderful. They have a aquatic team, and outstanding softball, baseball and track team, not to mention a fabulous chior. The athletics are great, but the teachers are what make Monrovia High School stand out. The current staff are all residents of the San Gabriel valley and some of the new and younger staff are even former students who can related to the teen-agers of today. If your looking for a down home old fashion school to have your child go to and your a very involved parent who enjoys being a participant in your child's learning and athletic abilities this is the school for you!
—Submitted by a former student
Monrovia High School is a great place to send my child. The school has made great improvements over the past 4 years. The teachers are caring and the students are very respectful.
—Submitted by a parent
This school needs a lot of help. When I went to orientation they were not prepared.
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
276 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
211 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
232 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
452 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.
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.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
423 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
421 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
421 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.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
365 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
83 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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
361 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 | 23% |
| Females | 22% |
| Males | 24% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 25% |
| Students with disability | 15% |
| Students with no reported disability | 25% |
| English learner | 0% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 21% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 45% |
| Males | 55% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 79% |
| Males | 90% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 30% |
| Males | 35% |
| African American | 26% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| 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) | 64% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 53% |
| Students with disability | 8% |
| Students with no reported disability | 38% |
| English learner | 5% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 66% |
| Males | 57% |
| African American | 50% |
| Asian | 88% |
| Filipino | 75% |
| Hispanic or Latino | 51% |
| 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) | 86% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 79% |
| Students with disability | 12% |
| Students with no reported disability | 67% |
| English learner | 0% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 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 |
| 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 |
| 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 | 24% |
| Females | 22% |
| Males | 25% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 23% |
| Students with disability | 25% |
| Students with no reported disability | 24% |
| English learner | 6% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 13% |
| Females | 13% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 35% |
| Males | 41% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 45% |
| Students with disability | 33% |
| Students with no reported disability | 39% |
| English learner | 13% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 29% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 45% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 57% |
| Males | 52% |
| African American | 56% |
| Asian | 69% |
| Filipino | 59% |
| 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) | 68% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 62% |
| Students with disability | 23% |
| Students with no reported disability | 56% |
| English learner | 14% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 56% |
| Males | 65% |
| African American | 54% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 83% |
| 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 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 | 58% |
| Females | 52% |
| Males | 62% |
| African American | 56% |
| Asian | 77% |
| Filipino | 71% |
| 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) | 66% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 63% |
| Students with disability | 35% |
| Students with no reported disability | 59% |
| English learner | 23% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 46% |
| Males | 62% |
| African American | 29% |
| Asian | 77% |
| Filipino | 71% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 61% |
| Students with disability | 19% |
| Students with no reported disability | 57% |
| English learner | 18% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 72% |
| 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 | 20% |
| Females | 13% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 30% |
| Students with disability | 0% |
| Students with no reported disability | 33% |
| 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 | 25% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 7% |
| Females | 6% |
| Males | 8% |
| African American | 0% |
| Asian | n/a |
| 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) | 8% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 52% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 45% |
| Males | 63% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | n/a |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| 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 | 60% |
| Males | 53% |
| African American | 39% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 70% |
| Students with disability | 17% |
| Students with no reported disability | 60% |
| English learner | 0% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 13% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 60% |
| Males | 72% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 31% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 55% |
| Males | 74% |
| African American | 51% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 73% |
| Students with disability | 44% |
| Students with no reported disability | 67% |
| English learner | 0% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 80% |
| 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 - 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.
424 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
426 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 87% |
| Females | 93% |
| Males | 81% |
| African American | 84% |
| Asian | 85% |
| Filipino | 89% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | 69% |
| Students with disability | 44% |
| Tested with modifications | n/a |
| English learner | 41% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 87% |
| African American | 84% |
| Asian | 92% |
| Filipino | 94% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 69% |
| Students with disability | 40% |
| Tested with modifications | n/a |
| English learner | 68% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 52% | 49% | ||
| White | 28% | 28% | ||
| African American | 10% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 46% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 89% | 85% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Farsi (Persian) | 1% | 0% | ||
| French | 1% | 0% | ||
| Korean | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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845 West Colorado Boulevard
Monrovia,
CA 91016
Phone: (626) 471-2800
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