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GreatSchools Rating

Monterey High School

Public | 8-12 | 1372 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 3 ratings

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20 reviews of this school


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Posted February 2, 2012

Wonderful high school!!! Great teachers, great campus with a rich history. There are many programs and challenging classes for students. Administration cares about college prep and helping students succeed. The best high school in the district by far!! Amazing academics and athletics and extra-curricular activities to keep the teenagers busy.
—Submitted by a parent


Posted December 1, 2010

My younger son is a Sophmore at Monterey High and let me begin by saying that this school leaves much to be desired! The teachers we have encountered have put forth ZERO EFFORT in regards to school - home communication. The return rate of response on emails is about a 2% at best. When we called the SORRY counseling office, which most times rings off the hook, we were told that all outside emails go to the junk mail. Are you kidding me?? How do they expect to keep in touch with parents...the answer: they don't. The counseling office is just as disappointing where your concern as a parent is tossed to the side and it's excuse after excuse after excuse. Just this week we recieved our son's progress report and it wasn't what we had hoped. Considering none of his teachers had replied to the MANY emails we have sent, we called the counseling department where we were told that we could make an appointment for an after school meeting, but if it's on a Friday they won't show up. WHAT?? It's disheartening to see such a lack of concern on the part of the school staff when you think that they truely are molding the citizens of our future.
—Submitted by a parent


Posted April 12, 2010

My daughter did her Junior year at this school, We are a military family, and when we went to pick out her classes,the Councelor did not listen to us. We told her what classes would cross over, and what classes would not. She put our daughter into classes, that did not transfer over into her new school. We told the councelor that this would happen, and it did. When we would make appt for conferences, the councelor was late, if she showed up at all. E mail responces from teachers is slow. Luckily we were able to move and get our daughter out of there. Some..are not that lucky. Bad, Bad, school.
—Submitted by a parent


Posted February 28, 2010

My son, now a senior at MHS, has suffered through 4 years of arbitrary discipline, burned out teachers, disengaged students and impossibly large class sizes. He began in the MAOS program, but after 2 years of ever-increasing class sizes and ever decreasing student quality, he realized he was getting nothing from it that he wouldn't get in the mainstream courses. Even MAOS teachers have quit in disgust. His 9th grade English teacher actually told the class that as long as the essays they wrote were on time and of the required length, they would get an A. After all, she simply didn't have time to read essays from all the students she taught. Thank heavens for his senior physics teacher; he has been an inspiration. Avoiding almost daily fist fights and skirting ubiquitous drug use have prepared him for what? We wish we'd sent him to York.
—Submitted by a parent


Posted August 20, 2009

I attended MHS for two years and still laugh at how easy and unchallenging it was. The grading system is a complete joke, though that may be more a product of the CA school system in general. I remember more bad teachers than good, most of whom have no business still teaching. The MAOS system is overrated - I was in it but opted out because I was already 'ahead' of their course schedule since I'd moved from the east coast. Other reviewers are right - there is absolutely no push to attend a four year college or university, and most students have resigned themselves to the local community college. It's sad.
—Submitted by a student


Posted August 18, 2009

Considering the wealth and talent in the Monterey area, this school falls short just about everywhere except the MAOS program. Just look around the corner at Pacific Grove HS or Carmel HS and the dfference is truly astonishing. It can't all be blamed on prop 13 and budget issues.
—Submitted by a parent


Posted September 15, 2007

Because of strong administrative leadership and dedicated teachers, MHS has corrected many of its past problems. An entirely new faculty has emerged, bringing with them the most current practices in teaching and learning. And the district implemented a collaboration time for teachers which allows them to focus on achieving academic excellence for all students. With the modernization funds, many improvements have been made to the 100+ yr old school. The new stadium and field renovation project came to fruition because the Principal worked with community leaders for 7 years to raise the money. There are dedicated parents, community members and administrators supporting MHS which offers 40 clubs and organizations, and an large array of sports. Their is a Sports academy, an Art Academy, Oceanographic Sciences academy, and NROTC. MHS offers it all for those who want it.
—Submitted by Involved Parent, a parent


Posted July 12, 2007

The academic competence of some students is no reason to degrade this school. There are competent teachers and smart students at monterey high.
—Submitted by a student


Posted April 21, 2007

My child was in MAOS(Monterey Academy of Oceanographic Science) program - (for academically gifted students). It is a good program. In my opinion the school encourages mediocrity, even in the MAOS program. The schools goal is to get students to graduate and go to the local community college. If students are in MAOS, the goal is the UC system. Most of the seniors are not nationally competitive for the upper half of the schools in the country outside of CA. (My child attends one of the top colleges, but it is due to efforts from previous school.) Only the first four AP classes are weighed resulting in high percentage of non AP students being in the top 10%. School strongly discourage doubleing up math or science courses. This is a very good school for below average to average students. Above average consider Carmel High or private.
—Submitted by a parent


Posted November 8, 2006

This school dosent teach alot and the teachers are not fair to the students. This school should not be recomended. I also think that its way too old to function...
—Submitted by Kate Kate, a student


Posted October 17, 2006

The school is in the midst getting a facelift. The athletic facilities (field) are a disgrace, but the big teams (Football, Basketball, Baseball) are all competitive and usually vie for championships. The faculty for the most part is indifferent towards student success. There is more emphasis on graduating entering the work force than going to a 4 year college. The class sizes are big unless your child is in the Marine Biology/Oceanography Academy. The school district misspends money constantly and is inefficient.
—Submitted by a former student


Posted March 15, 2006

School is ok. Not enough teachers, classes are to large.
—Submitted by a student


Posted February 15, 2006

Mixed school with kids of various socioeconomic backgrounds. Advanced programs available including college prep classes.
—Submitted by a parent


Posted September 1, 2005

Monterey High is OK, the teachers are good. Given the area's high property value, the school does not reflect a higher quality one would think in an affluent area. I guess they all sent there kids to private schools.
—Submitted by a former student


Posted August 5, 2005

Academic programs are alright... nothing special. Music is alright, art is pretty good, sports are horrible, however. The field looks like a rusted steel plate that's been shot with a shotgun. The technology in the school is fair, with many computer labs. Some of the classrooms could do with an update, and almost all are overcrowded. Parental involvement is minimal, unless it has to do with the closed campus policy, which is stricly 'Seniors only' allowed to go off-campus for lunch.
—Submitted by Robert Jauss, a student


Posted March 3, 2005

Academic programs are mediocre, school is not geared towards college bond students but towards students going directly into the workforce. Parental involvement is minimal.
—Submitted by a parent


Posted September 30, 2004

Monterey High School is located in beautiful Monterey, California. The quality of teachers I would rate as above average. There is an ethnically diverse student body. The experience of Monterey High has been a fond one.
—Submitted by a parent


Posted June 4, 2004

The school has an internal institute (MIOS) in marine studies and it is excellent. However, if your child is not in MIOS, expect large class sizes and an indifferent attitude towards their success. My oldest went to Monterey, and I am paying $8k a year per child to send my other sones to a private high school. MPUSD is a financial basket case, and despite a pretty good teaching staff, it has had a terrible effect on the education of students. They have decided in effect to save the MIOS and let everyone else fend for themselves. Oh, and the athletic teams are weak, too, especially football.
—Submitted by a parent


Posted October 9, 2003

MH is a great school! I have one child who graduated from this school and another who is currently enrolled. The three academies within the school-Arts, Hospitality and MAOS(Academy of Oceanographic Science.)The academies are schools within the school that offer the benefits of a small school atmosphere. Academy students are still able to take advantage of the many electives that the general high school offers. The best of both worlds. I have never had a problem reaching my child's counselor, he has been most accommodating in meeting the needs of my college bound child.
—Submitted by Kathryn, a parent


Posted September 29, 2003

School year begins 1st Monday of August! No clear transfer (in) policy. There should be a MPUSD document that parents can download, read, etc. The transition was very confusing. Guidance Counselors have too many students in their charge to be able to help the non-critical cases. There should be an easier way for parents and teens to determine their transfer-in status.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

784

Change from
2011 to 2012

+26

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

3 / 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 met all student subgroup API targets for 2012

This school's
API score

784

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

+26

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)

6 / 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)

3 / 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 49% 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 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% 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 25% in 2012.

150 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
11%

2010

 
 
7%

2009

 
 
8%
Algebra II

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

2012

 
 
n/a

2011

 
 
94%

2010

 
 
72%

2009

 
 
n/a
Biology/Life Sciences

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

271 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
46%

2010

 
 
62%

2009

 
 
67%
Earth Science

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

38 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
7%

2010

 
 
23%

2009

 
 
16%
English Language Arts

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

319 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
63%

2010

 
 
60%

2009

 
 
50%
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

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

98 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
44%

2010

 
 
27%

2009

 
 
55%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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.

31 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
4%

2010

 
 
8%

2009

 
 
3%
Algebra II

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

162 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
21%

2010

 
 
43%

2009

 
 
35%
Biology/Life Sciences

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

27 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
14%

2010

 
 
21%

2009

 
 
30%
Chemistry

The state average for Chemistry was 51% in 2012.

185 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
47%

2010

 
 
60%

2009

 
 
54%
Earth Science

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

83 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
15%

2010

 
 
17%

2009

 
 
17%
English Language Arts

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

307 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
56%

2010

 
 
54%

2009

 
 
45%
Geometry

The state average for Geometry was 17% in 2012.

96 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
5%

2010

 
 
8%

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

16 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
75%

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

306 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
54%

2010

 
 
50%

2009

 
 
45%
World History

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

299 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
42%

2010

 
 
42%

2009

 
 
42%
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.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
8%

2009

 
 
0%
Algebra II

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

95 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
4%

2010

 
 
6%

2009

 
 
10%
Biology/Life Sciences

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

44 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
53%

2010

 
 
63%

2009

 
 
55%
Chemistry

The state average for Chemistry was 34% in 2012.

37 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
4%

2010

 
 
26%

2009

 
 
34%
Earth Science

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

73 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
39%

2010

 
 
39%

2009

 
 
18%
English Language Arts

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

271 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
49%

2010

 
 
51%

2009

 
 
52%
Geometry

The state average for Geometry was 9% in 2012.

24 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
10%

2010

 
 
0%

2009

 
 
6%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

120 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
36%

2010

 
 
43%

2009

 
 
47%
Physics

The state average for Physics was 56% in 2012.

77 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
72%

2010

 
 
69%

2009

 
 
82%
U.S. History

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

267 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
59%

2010

 
 
56%

2009

 
 
61%
World History

The state average for World History was 18% 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

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

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
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All 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 no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

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

Science

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

About the tests


In 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 Students10%
Females14%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged9%
Non-economically disadvantaged13%
Students with disability0%
Students with no reported disability11%
English learner0%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)13%
Parent education - college graduate15%
Parent education - graduate school/post graduate12%
Parent education - declined to staten/a

Algebra II

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 - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students43%
Females43%
Males43%
African Americann/a
Asian63%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged23%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability44%
English learner10%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate17%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)52%
Parent education - college graduate60%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Earth Science

All Students5%
Femalesn/a
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students67%
Females77%
Males59%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged51%
Non-economically disadvantaged81%
Students with disability32%
Students with no reported disability70%
English learner5%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate42%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)72%
Parent education - college graduate83%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

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 Students25%
Females25%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged29%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)29%
Parent education - college graduate29%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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 Students13%
Females31%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students21%
Females17%
Males27%
African Americann/a
Asian46%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)29%
Economically disadvantaged12%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)9%
Parent education - college graduate15%
Parent education - graduate school/post graduate40%
Parent education - declined to staten/a

Biology/Life Sciences

All Students19%
Females20%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only26%
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

Chemistry

All Students58%
Females55%
Males60%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged39%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate46%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)41%
Parent education - college graduate63%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Earth Science

All Students13%
Females13%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
White (not Hispanic)19%
Economically disadvantaged6%
Non-economically disadvantaged24%
Students with disability9%
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)16%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students61%
Females69%
Males52%
African American43%
Asian81%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged44%
Non-economically disadvantaged73%
Students with disability10%
Students with no reported disability64%
English learner0%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate34%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)54%
Parent education - college graduate72%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Geometry

All Students6%
Females4%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged4%
Non-economically disadvantaged10%
Students with disability0%
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)9%
Parent education - college graduate27%
Parent education - graduate school/post graduate0%
Parent education - declined to staten/a

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

All Students81%
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 disadvantaged86%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students50%
Females49%
Males50%
African American21%
Asian71%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged28%
Non-economically disadvantaged65%
Students with disability5%
Students with no reported disability53%
English learner0%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate21%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)40%
Parent education - college graduate70%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

World History

All Students39%
Females31%
Males49%
African American21%
Asian60%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged25%
Non-economically disadvantaged51%
Students with disability11%
Students with no reported disability42%
English learner5%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate15%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)35%
Parent education - college graduate45%
Parent education - graduate school/post graduate70%
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 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 - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students1%
Females0%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learner0%
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduate0%
Parent education - declined to staten/a

Biology/Life Sciences

All Students48%
Females46%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged43%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students27%
Females26%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged22%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
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

Earth Science

All Students29%
Females30%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
White (not Hispanic)35%
Economically disadvantaged21%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability28%
English learner6%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students61%
Females65%
Males57%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged47%
Non-economically disadvantaged70%
Students with disability15%
Students with no reported disability63%
English learner24%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate36%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)53%
Parent education - college graduate75%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Geometry

All Students4%
Females0%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only6%
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

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

All Students30%
Females24%
Males36%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
White (not Hispanic)27%
Economically disadvantaged23%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented39%
Parent education - not a high school graduate27%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)27%
Parent education - college graduate35%
Parent education - graduate school/post graduate35%
Parent education - declined to staten/a

Physics

All Students62%
Females61%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
White (not Hispanic)60%
Economically disadvantaged64%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
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)58%
Parent education - college graduate64%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

U.S. History

All Students58%
Females53%
Males64%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged43%
Non-economically disadvantaged68%
Students with disability23%
Students with no reported disability60%
English learner17%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate33%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)59%
Parent education - college graduate71%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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.

309 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
85%

2010

 
 
86%

2009

 
 
81%
Math

The state average for Math was 84% in 2012.

309 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
85%

2010

 
 
85%

2009

 
 
81%
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 Students90%
Females95%
Males85%
African American86%
Asian95%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state100%
Economically disadvantaged83%
Non-economically disadvantaged95%
Economic Status Unknownn/a
Students with disability65%
Tested with modificationsn/a
English learner44%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students88%
Females88%
Males87%
African American71%
Asian100%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state94%
Economically disadvantaged81%
Non-economically disadvantaged92%
Economic Status Unknownn/a
Students with disability55%
Tested with modificationsn/a
English learner48%
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
White 42% 28%
Hispanic or Latino 36% 49%
African American 7% 7%
Asian 6% 8%
Multiple or No Response 4% 3%
Filipino 3% 3%
Pacific Islander 2% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 233%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 89% 85%
Hindi 3% 0%
Filipino (Pilipino or Tagalog) 2% 1%
Arabic 1% 1%
German 1% 0%
Italian 1% 0%
Korean 1% 1%
Russian 1% 0%
Samoan 1% 0%
Tongan 1% 0%
Vietnamese 1% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 26N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 1N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 17%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • William Crockett
Special schedule
  • Year-round
Fax number
  • (831) 649-1154
School leaders can update this information here.
Notice an inaccuracy? Let us know!

101 Herrmann Drive
Monterey, CA 93940
Website: Click here
Phone: (831) 392-3801

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