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Teacher quality
Principal leadership
Parent involvement
I have been going to this school for about 3 years now but left. Just like every school they have pros and cons but overall there is more cons in this school than pros. I believe that this is a great school there is many great teachers that do try to help you, but some only care about their paychecks more. This school offers many sports and activity that challenge the mind and is a lot of fun. The test score are also a pro to this school since they did get a 701/1000 recently. Now for the cons, the school is overcrowed with a few thousand kids. I remember my english and physical education class having at least 40-50 kids in it. Most of the fellow classmates that I meet there tend to be fake. This is quite common for most schools around the world, but I believe with Schurr High School it is worst. I to have fallen victim to this where I lost intrest in my school work and pay more attention to social life, I went from an A student to a D. This school cares more for their sports championship to at least getting new books in the classroom. I had to carry 3-4 books to school and home. Overall it's a below average school and the principal needs to see the problems within it and fix it.
—Submitted by a student
This school has lots of benefits and also the teachers help you a lot. This is a great school to be in!
—Submitted by a student
My two children attend shs and I am very happy with there grades and how the school has helped them.
—Submitted by a parent
I'm somewhat satisfied with this school. On the academic level there are some wonderful teachers that do phenomenally teaching. However, I'm disappointed in a few teachers. They should never be judged as a whole. I think some of the previous comments are justified. I'm a sophomore finishing my second year of this school. The blame should not be directed only toward the teacher but also toward the parent and students. I believe if the teacher is doing a well job but a student is failing, the problem may as well lie within a internal conflict. Besides that, there is a quite of a variety of extracurricular activities which are very much enjoyable in the school, but in the current situation I have to frown at the lack of funding.
—Submitted by a student
I am very upset by the number of bad reviews schurr is going. I am a student there, and no disrespect to the parents, but a majority of us like Schurr. I remember in my 8th grade years, counselors came to my school and asked me one-on-one what classes I wished to go to and how well I would respond (much to the disagreement to the parent two comments below. I have tons of friends, take tons of honor classes (I'm a freshman), and am doing well academically. Sure I wish some of the old classes were brought back, but with the huge cutbacks, what do you expect. We're not a rich school, but we're doing well.
—Submitted by a student
I read some of the reviews below and i am very upset. Schurr is a good school, maybe not the school is used to be several years ago, but still a good one. With all the budget cuts, we had to cut several classes, to bad for the cooking class. I guess we should have cut math or english classes. Don't blame schurr, blame the govenor. We do well with what we have left. And from what i hear the budget cuts have not stopped. Your right, to bad for the students, they are the ones that suffer.
I am a parent of three student attending SHS. My oldest wanted to attend SHS according to him this was a better academic choice. We learned real fast that was not so. The teachers & councelors have been less than helpfull. I could count on one hand a teacher or two that have really had any interest in my childrens education. It is not just a job! you have to love what you are doing. We all know the goverment cuts have affected the classrooms, but that is no reason for unprofessional behavior in the administration level. They need to remember that they have a job because of our children. We depend on teachers to teach our children and care they are not just another #### they are the future take pride in them!!! The children are also a reflection of the teachers that they have been with.
—Submitted by a parent
There is no variety to the classes as someone previously posted. The state testing scores have been so low over the past few years that funding has been limited mostly to academic courses. Once upon a time Schurr had cooking classes, ceramics, and wood shop, now only auto and metal shop remain. Most teachers are dedicated- but unfortunately it takes more than just dedication to get a student through high school with a solid enough foundation to make it through college- it also takes structure and skill. Few of the teachers at this school possess all three. As a former student and now parent figure to a current student, I feel I am better able to assess the value of an education at Schurr. Counselors there are useless; they click away on the computer at classes the student chooses (with no previous consultation, by the way) and offer no advice. In order to succeed as a student, the student needs to have the required discipline, otherwise they are bound to fail as the school will be no help. Unfortunately, though, in the district this is about as good as it gets so as a parent, one needs to be committed to one s child s (children s) schooling and make sure they are getting the best out of it. By the way, the office staff is the most unprofessional I ve ever dealt with!
—Submitted by a student
i love my high school it offers great programs for education and a great variety of classes. I'm also proud of being a spartan, I'm in my junior year and then go to college. Also the staff members are great they keep the school under control. Mr. Seto is a great person that dedicates a lot of time to the school and makes awesome rallies. ' GO SPARTANS'
—Submitted by a student
While I was at SHS, I thought it was an academically challenging school. I took the honors and AP classes-but that in no way prepared me for college. Once I got to college I had to re-learn everything; even how to study. While at SHS, I was fortunate to be on the college track and I was grouped with the 'good' teachers. Some of the students unfortunately got stuck with the rookies or teachers that lacked motivation. Although I was grouped with the 'good' teachers, I felt cheated on a full education. SHS has many benefits if you know how to take advantage of them. But like most schools today, much of the time in the classroom is spent on discipline and very little on learning. Students should stay focused during class, it will be beneficial later. Parents need to make sure their children are focused.
—Submitted by a former student
By this time I have read all of the reviews people have posted and for the most part I am extremely annoyed by them! I attended schurr for four years and I was very active. I was in the band and I was also an athlete. The teachers there are some of the best, specially the AP english teachers. I took several AP and honors classes that helped me prepare myself for college. Now that I am in college, I have noticed that most of the work that is given in these rigorous courses are used in college courses. Students who do not get involved with this school, ditch, and never pay attention in class will fail and will hate this school. It is not the school's fault that the students fail, it is the students fault. The teachers cannot make someone pass it is up the student.Go Spartans!! CIF Champs
—Submitted by a proud former SHS Spartan, a former student
My child has just begun her sophmore year. Freshman year was great! Schurr has several AP or Honors classes for those who strive. The number of clubs and extracurricular activities is amazing. I can't imagine a student attending Schurr having an 'I'm bored' or 'There's nothing to do attitude' The resources for tutoring and guidance are there! The Administration is on the job 24/7. Amazing school spirit! My schedule is consumed by activities I volunteer in. It takes us as parents as well as the teachers & staff to make such success. Get involved! Great school! Go Spartans!
—Submitted by a parent
I dread every second at this school. Schurr is extremely overcrowded with the population growing very quick. The administration can be summed up in one word; horrid! The district doesn't seem to care about the students within its boundaries but is more focused on letting outside LAUSD kids in. School was enjoyable 3 years ago but has since then gone down the gutter. Thanks for making my last year the worst Schurr!!
—Submitted by a student
Individual teachers and staff members are great. The parents who complained about lack of support for special needs were right.
—Submitted by a parent
Schurr High School is a great school! School spirit is high, great clubs and programs to join for all students. High achieving graduates attend Ivy League schools including Harvard, Stanford, Berkely, Yale, UC's and so on! Speech and Debate team travels all over the country to compete, majority of high schools don't offer a speech and debate team. Journalism program is one of the best in the country and also travel all over the country to compete. Newsweek magazine included Schurr High School as one of the top 5% in the country!! Staff is very dedicated and involved! Parent involvement is great! Parents who are not happy with school usually have under achieving children with special needs. If your child has trouble focusing on their own, a smaller school with more individual attention may be better for that type of student. Go Schurr Spartans!!
—Submitted by Proud Parent of SHS, a parent
This school is overcrouded, indiciplinary, and overall insanitary. . I personally would not recomend this school to parents because of these unsatisfactory but sadly true statements of Schurr highschool. signed, A student who has had enough
—Submitted by a student
Schurr High School is really a great school. the school offers many clubs/organizations to choose from, and many athletic sports which can help students' transcripts to be more competitive. SHS band has won numerous awards, as well as in Journalism, and the Spectrum Yearbook.the Football just won the CIF championship. Wrestling is great as well. Schurr high school is the best High school in the montebello unified school district, way better than Montebello and Bell Gardens HS academically, and socially.(the school is also the less populated of the three.) my sister graduated in 2005, and went straight to Wellesley college in Massachusetts, and many of her friends went to other great colleges throughout the US. so the school must be doing something right!
—Submitted by a student
This is a good school and there are some bad teachers, but there are good, like mr. villanueva (math). He is one good teacher that cares!.. Thank you Mr. V! ... Parents, get involved! It helps!
—Submitted by a parent
More parents need to speak up for there children and really take a hard look at the staff...There are alot of great teachers at this school but it only take a few bad ones to make the kids discouraged. As coaches these teachers should motivate our children.
—Submitted by a parent
I am a student of Schurr High School and have attended Schurr since the begining 9th grade year in September of 2004. I am a member of the Schurr High Mighty Spartan Marching Band and have participated in two social clubs at Schurr. For me Schurr is a home away from home. I sometimes find myself there on weekends and late nights. I have seen and explored almost every crevice of Schurr. Schurr is a school of academic opportunities that will chalenge any student with a studious academic regime to achieve more. The teachers in Schurr are for the most part well trained and all believe their class is better than the others. This will cause them to assign assignments that will take a student far beyond their limits.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
540 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
77 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.
680 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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
567 students were tested at this school 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.
330 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
378 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
132 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.
790 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
299 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
796 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
833 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.
197 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
251 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
291 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
746 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
133 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.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
784 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 | 23% |
| Males | 21% |
| African American | n/a |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| 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 | 22% |
| Non-economically disadvantaged | 25% |
| Students with disability | 7% |
| Students with no reported disability | 23% |
| English learner | 7% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 49% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
| All Students | 85% |
| Females | 83% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| 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 | 77% |
| All Students | 88% |
| Females | 84% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| 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 | 89% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| 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 | 85% |
| 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 | 52% |
| Females | 53% |
| Males | 50% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| 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) | 53% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 67% |
| Students with disability | 24% |
| Students with no reported disability | 53% |
| English learner | 3% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 46% |
| 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 | 54% |
| Females | 44% |
| Males | 67% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| All Students | 18% |
| Females | 14% |
| Males | 21% |
| African American | n/a |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 24% |
| Students with disability | 0% |
| Students with no reported disability | 19% |
| English learner | 1% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 41% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| 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 | 9% |
| Females | 8% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 6% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 38% |
| Females | 31% |
| Males | 47% |
| African American | n/a |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 34% |
| All Students | 51% |
| Females | 46% |
| Males | 58% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 62% |
| Students with disability | 13% |
| Students with no reported disability | 53% |
| English learner | 5% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
| All Students | 61% |
| Females | 57% |
| Males | 65% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
| 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 | 45% |
| Females | 48% |
| Males | 42% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| 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) | 54% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 57% |
| Students with disability | 24% |
| Students with no reported disability | 45% |
| English learner | 5% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 42% |
| All Students | 16% |
| Females | 15% |
| Males | 16% |
| African American | n/a |
| Asian | 24% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 11% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 26% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | 70% |
| Females | 68% |
| Males | 73% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 53% |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| 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 | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 74% |
| All Students | 45% |
| Females | 44% |
| Males | 46% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 57% |
| Students with disability | 17% |
| Students with no reported disability | 46% |
| English learner | 1% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 42% |
| All Students | 34% |
| Females | 28% |
| Males | 39% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 43% |
| Students with disability | 3% |
| Students with no reported disability | 36% |
| English learner | 2% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 32% |
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 | 7% |
| Females | 6% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 8% |
| English learner | 6% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 20% |
| Females | 15% |
| Males | 25% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
| All Students | 53% |
| Females | 50% |
| Males | 57% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 69% |
| Students with disability | 11% |
| Students with no reported disability | 56% |
| English learner | 5% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 25% |
| Females | 13% |
| Males | 38% |
| African American | n/a |
| Asian | 52% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 20% |
| Females | 15% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 0% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 29% |
| 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 | 17% |
| All Students | 45% |
| Females | 45% |
| Males | 45% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 58% |
| Students with disability | 5% |
| Students with no reported disability | 46% |
| English learner | 3% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 42% |
| All Students | 3% |
| Females | 4% |
| Males | 2% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 68% |
| Females | 55% |
| Males | 81% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 61% |
| All Students | 71% |
| Females | 54% |
| Males | 78% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| 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 | 58% |
| All Students | 44% |
| Females | 37% |
| Males | 52% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 56% |
| Students with disability | 13% |
| Students with no reported disability | 47% |
| English learner | 3% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 40% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
825 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
800 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 | 79% |
| Females | 86% |
| Males | 73% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | 87% |
| Students with disability | 37% |
| Tested with modifications | 0% |
| English learner | 31% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 75% |
| Students with disability | 29% |
| Tested with modifications | 0% |
| English learner | 39% |
| 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
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 86% | 49% | ||
| Asian | 10% | 8% | ||
| White | 3% | 28% | ||
| Filipino | 1% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 68% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Cantonese | 3% | 2% | ||
| Gujarati | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Armenian | 0% | 1% | ||
| Chaozhou (Chiuchow) | 0% | 0% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Thai | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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820 North Wilcox Avenue
Montebello,
CA 90640
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