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GreatSchools Rating

Schurr High School

Public | 9-12 | 3548 students

Last modified
Community Rating

3 stars

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

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34 reviews of this school


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Posted June 16, 2011

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


Posted November 29, 2010

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


Posted May 12, 2010

My two children attend shs and I am very happy with there grades and how the school has helped them.
—Submitted by a parent


Posted April 22, 2009

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


Posted April 16, 2009

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


Posted September 23, 2008

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.


Posted May 21, 2008

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


Posted January 14, 2008

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


Posted October 21, 2007

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


Posted October 6, 2007

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


Posted October 1, 2007

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


Posted September 14, 2007

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


Posted September 10, 2007

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


Posted August 11, 2007

Individual teachers and staff members are great. The parents who complained about lack of support for special needs were right.
—Submitted by a parent


Posted August 10, 2007

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


Posted August 8, 2007

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


Posted April 9, 2007

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


Posted March 28, 2007

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


Posted March 16, 2007

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


Posted January 13, 2007

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.

About these ratings

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

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

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

This school's
API score

724

Change from
2011 to 2012

+6

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

724

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

+6

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

4 / 10

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

2 / 10

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

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

540 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
21%

2010

 
 
27%

2009

 
 
22%
Algebra II

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

46 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
87%

2010

 
 
85%

2009

 
 
71%
Biology/Life Sciences

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

77 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
78%

2010

 
 
94%

2009

 
 
77%
Earth Science

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

2012

 
 
n/a

2011

 
 
19%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

680 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
47%

2010

 
 
51%

2009

 
 
46%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

92 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
54%

2010

 
 
53%

2009

 
 
43%
Integrated/Coordinated Science 1

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

567 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
16%

2010

 
 
20%

2009

 
 
8%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

330 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
9%

2010

 
 
8%

2009

 
 
9%
Algebra II

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

110 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
53%

2010

 
 
37%

2009

 
 
38%
Biology/Life Sciences

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

378 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
50%

2010

 
 
51%

2009

 
 
55%
Chemistry

The state average for Chemistry was 51% in 2012.

132 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
62%

2010

 
 
63%

2009

 
 
60%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

790 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
42%

2010

 
 
37%

2009

 
 
42%
Geometry

The state average for Geometry was 17% in 2012.

299 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
19%

2010

 
 
18%

2009

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
70%

2011

 
 
89%

2010

 
 
64%

2009

 
 
72%
Science

The state average for Science was 53% in 2012.

796 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
46%

2010

 
 
37%

2009

 
 
34%
World History

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

833 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
35%

2010

 
 
28%

2009

 
 
28%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

197 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
6%

2010

 
 
3%

2009

 
 
5%
Algebra II

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

251 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
22%

2010

 
 
17%

2009

 
 
25%
Biology/Life Sciences

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

227 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
49%

2010

 
 
56%

2009

 
 
35%
Chemistry

The state average for Chemistry was 34% in 2012.

291 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
19%

2010

 
 
31%

2009

 
 
35%
Earth Science

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

95 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
13%

2010

 
 
28%

2009

 
 
18%
English Language Arts

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

746 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
40%

2010

 
 
34%

2009

 
 
36%
Geometry

The state average for Geometry was 9% in 2012.

133 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
7%

2010

 
 
4%

2009

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

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

 
 
68%

2011

 
 
64%

2010

 
 
54%

2009

 
 
58%
Physics

The state average for Physics was 56% in 2012.

40 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
55%

2010

 
 
n/a

2009

 
 
n/a
U.S. History

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

784 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
41%

2010

 
 
40%

2009

 
 
34%
World History

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students23%
Females23%
Males21%
African Americann/a
Asian59%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged25%
Students with disability7%
Students with no reported disability23%
English learner7%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented49%
Parent education - not a high school graduate25%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)31%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

Algebra II

All Students85%
Females83%
Males87%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino79%
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state77%

Biology/Life Sciences

All Students88%
Females84%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state85%

Earth Science

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

English Language Arts

All Students52%
Females53%
Males50%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged49%
Non-economically disadvantaged67%
Students with disability24%
Students with no reported disability53%
English learner3%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate49%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)73%
Parent education - college graduate74%
Parent education - graduate school/post graduate71%
Parent education - declined to state46%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students54%
Females44%
Males67%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented54%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state60%

Integrated/Coordinated Science 1

All Students18%
Females14%
Males21%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged24%
Students with disability0%
Students with no reported disability19%
English learner1%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented41%
Parent education - not a high school graduate13%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)25%
Parent education - college graduate35%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students9%
Females8%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged9%
Non-economically disadvantaged6%
Students with disability0%
Students with no reported disability9%
English learner0%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented38%
Parent education - not a high school graduate6%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Algebra II

All Students38%
Females31%
Males47%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%

Biology/Life Sciences

All Students51%
Females46%
Males58%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged49%
Non-economically disadvantaged62%
Students with disability13%
Students with no reported disability53%
English learner5%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate54%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)54%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%

Chemistry

All Students61%
Females57%
Males65%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)74%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%

Earth Science

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

English Language Arts

All Students45%
Females48%
Males42%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged42%
Non-economically disadvantaged57%
Students with disability24%
Students with no reported disability45%
English learner5%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate27%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)62%
Parent education - college graduate64%
Parent education - graduate school/post graduate45%
Parent education - declined to state42%

Geometry

All Students16%
Females15%
Males16%
African Americann/a
Asian24%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability16%
English learner11%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented26%
Parent education - not a high school graduate15%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)14%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

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

All Students70%
Females68%
Males73%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino63%
White (not Hispanic)n/a
Economically disadvantaged77%
Non-economically disadvantaged53%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state74%

Science

All Students45%
Females44%
Males46%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged42%
Non-economically disadvantaged57%
Students with disability17%
Students with no reported disability46%
English learner1%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate36%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)57%
Parent education - college graduate66%
Parent education - graduate school/post graduate64%
Parent education - declined to state42%

World History

All Students34%
Females28%
Males39%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged31%
Non-economically disadvantaged43%
Students with disability3%
Students with no reported disability36%
English learner2%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate27%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)44%
Parent education - college graduate47%
Parent education - graduate school/post graduate45%
Parent education - declined to state32%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students7%
Females6%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability8%
English learner6%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Algebra II

All Students20%
Females15%
Males25%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented38%
Parent education - not a high school graduate10%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)14%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Biology/Life Sciences

All Students53%
Females50%
Males57%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged69%
Students with disability11%
Students with no reported disability56%
English learner5%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate59%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)59%
Parent education - college graduate72%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Chemistry

All Students25%
Females13%
Males38%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate13%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)21%
Parent education - college graduate37%
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%

Earth Science

All Students20%
Females15%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability20%
English learner0%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

English Language Arts

All Students45%
Females45%
Males45%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged41%
Non-economically disadvantaged58%
Students with disability5%
Students with no reported disability46%
English learner3%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate31%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)51%
Parent education - college graduate62%
Parent education - graduate school/post graduate77%
Parent education - declined to state42%

Geometry

All Students3%
Females4%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

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

All Students68%
Females55%
Males81%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate50%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)76%
Parent education - college graduate90%
Parent education - graduate school/post graduate75%
Parent education - declined to state61%

Physics

All Students71%
Females54%
Males78%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state58%

U.S. History

All Students44%
Females37%
Males52%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged41%
Non-economically disadvantaged56%
Students with disability13%
Students with no reported disability47%
English learner3%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate31%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)53%
Parent education - college graduate67%
Parent education - graduate school/post graduate74%
Parent education - declined to state40%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

825 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
79%

2010

 
 
77%

2009

 
 
79%
Math

The state average for Math was 84% in 2012.

800 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
80%

2010

 
 
78%

2009

 
 
79%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students79%
Females86%
Males73%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)73%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged93%
Economic Status Unknown87%
Students with disability37%
Tested with modifications0%
English learner31%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students77%
Females79%
Males75%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)76%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged88%
Economic Status Unknown75%
Students with disability29%
Tested with modifications0%
English learner39%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 115%N/A24%
Students eligible for free or reduced-price lunch program 268%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 15N/A11
Average years teaching 17N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 91%N/A96%
Emergency credential or waiver 5%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

820 North Wilcox Avenue
Montebello, CA 90640
Website: Click here
Phone: (323) 887-3090

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