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GreatSchools Rating

Campolindo High School

Public | 9-12 | 1409 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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Parent involvement

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22 reviews of this school


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Posted May 16, 2013

Campolindo is a very good school when you get to know what to do to avoid problems. Some teachers are kind of ready to retire and do not teach well. Overall is a good school. If I were going to do it again I will probably go for a more diverse, more electives and more hands on school, the system does not give room for individuality and everything is about more and more work, which I not sure will be the best.
—Submitted by a parent


Posted July 9, 2012

Great math and science departments. Languages could be better especially English however if your child gets one of the good English teachers they get great education. But there are unfortunately some weak English teachers.
—Submitted by a parent


Posted February 8, 2011

Campo is a great school to receive high quality academic education and excel in sports. That is already know. However, I think that by being in the epicenter of a wealthy, sheltered white suburb, the students suffer from real world exposure. The disillusion that not everyone is as privileged as those around them successfully fosters inside Campo's environment. While I appreciate the education that I received at Campo, I wish that it had a more diverse and exposed environment.
—Submitted by a student


Posted January 16, 2011

Campolindo is a great school. Of course there are problems, but there are problems at every school. Students are stressed if they allow themselves to be stressed-- by becoming over-involved in sports, music, academics, etc. Campo offers a lot, which means students have to make choices: no one is forced to do it all! As an AP student I do agree that a lot of attention is geared toward high acheiving students; however, I have also been a Peer Tutor for "Learning Skills" for the past two years, and I have seen the excellent support that struggling students recieve. (fyi "Learning Skills" students are students with minor learning disabilities). Finally, parents seem to be upset that there is a so-called drug and alcohol problem, but I am a living example that not everyone partakes in this behavior. If parents are upset with drug and alcohol usage they shouldn't blame the school, they should blame themselves!
—Submitted by a student


Posted September 28, 2010

Campolindo is a good school for A students, but not such a great school for kids that don't learn on their own. There are many great teachers, however, there are some who need to leave the teaching field. Not much can be done without the leadership of the school taking action. There are drugs and alcohol, but not any more than most HS, parents need to be involved. I've had 2 kids go through the school, neither flourished, but many do. So if your kid struggles, I wouldn't recommend this school. It loves it's A students, and gears everything toward them. I agree that without the parent involvement this school would not be what it is.
—Submitted by a parent


Posted July 17, 2010

Academics are mediocre. Sport programs are supreme yet still flawed. Disciplinary program is heavily flawed. This school also has bias teachers who have been know to HIDE work here and there. Also has racists amongst both teachers and students. Overall, be very careful when putting your child in this school. Also has a strong drug problem that the Lamorinda police department and Acalanes district refuse to root out. This is problematic seeing how these teenagers tend to cause problems for ACTUAL students. Be warned and be aware.


Posted September 17, 2009

The teachers and students are great!
—Submitted by a parent


Posted October 1, 2008

Campolindo High school is definitely a very unique school, and is known for these qualities by many. It achieves a very high standard of exam results and provides countless athletic teams and artistic groups for all to participate in. It is not just because of the teachers and the school though, that Campolindo continues to excel. Based in a rich suburb, this wealthy community donates excessive amounts of time and money compared to other schools. Without this extra help, Campolindo would never be where it is today. And although it seems amazing at what this school provides, it is also very sad to think other schools nearby are struggling to just provide basic things. As with most schools it depends on your teachers, but many students spend hours on their homework every night. I do agree with the policy of homework because it helps to achieve those high-standard exam results, but-i-do-think-there-should-always-be-a-work-or-school-life-balance-otherwise-students-become-over-stressed-and-that-is-all-a-teenager-needs-on-top-of-everything-else-I-did-like-though-that-this-school-ensured-each-person-felt-safe-because-without-that-feeling-of-security-school-becomes-a-nasty-experience.
—Submitted by a student


Posted September 22, 2008

Hello, This is a great school, with many clubs and extracurricular activities for all students. It is organized and does not make students to do anything, but has a positive environment for students to learn. There is individualism and choices, and it helps one make the right. The teachers allow students some room to roam and clubs are not part of the school, allowing them to do many things, not in the school curriculum. It, also, has less drugs than the other schools in the district. All in all, its a great school.
—Submitted by a student


Posted August 27, 2008

Ok, I would give Campo 6 out of 5, but the website won't allow it. Campo is awesome. The classes are very well planned and meets every student's needs without forcing them into cliques. There's a lot of time outside of classes during school time to socialize with minimal staff interference. Also the teachers are very efficient and are able to convey the most stuff in the least time. Campo has some very good sports teams and most everyone is on a team. There's a lot of personal freedom given at Campo, and most student organizations and clubs are able to operate almost independently of the school, giving the us more choices and freedom. Although very competitive, Campo manages very well to make everyone feel relaxed and at home, which eases the pressure. The staff also acts on the same level as the students, treating them as equals rather.
—Submitted by a student


Posted May 30, 2008

I agree that Campolindo is an excellent school that has strong support from the parents and the community. I do feel that there is great emphasis on testing scorces and district performance results. I feel they focus on the AP students (who can boost their scores) and tend to neglect the learning different students.
—Submitted by a parent


Posted April 18, 2008

The school is good but the community makes it hard school to go to. After transfering from much poorer school i did not feel that my transition was taken into account when assigning my courses. The community is one of high class grime. All the parents act like they are still in high school with their gossiping and by showing off their money. Its ridicoulous


Posted March 21, 2008

I do not think that Campolindo is a school for any student. It is a highly rated high school by test scores, AP classes offered and college admission. However, Campolindo is a school focused on AP students; kids who are academic achievers in traditional learning. Classes emphasis test and test and fact learning. Homework expectation is excessive, 5 hours a night, which if you have a student onvolved in sports or extracurricular activities is very stressful. Kids who learn differently are not well supported, in an adminstration that is not focused on their needs. There is a significant drug and alcohol problem at the school, which a parent committee is trying to address but the school adminstration tries to shrug off. I give this school a mixed review.
—Submitted by a parent


Posted December 13, 2007

Campo is ranked as one of the top schools in the state of California in terms of test scores. It is located in Moraga, a small tightly knit community. It is a very nice place to live and raise children. Campo is a very challenging school in terms of academics, arts, and athletics. Most kids come from affluent, driven families. There is tremendous parent support. I can highly recommend Campo for families looking for a challenging academic environment. Campo may be a tough environment for children with learning issues.
—Submitted by a parent


Posted September 29, 2007

Excellent school, bathrooms are very clean!
—Submitted by Harriet McFlarton, a teacher


Posted September 18, 2006

Campolindo is a HS for all types of students. AP classes, additional electives, and overall strong academics. Parent support is one of the reasons the school has a great list of additional elective courses. There is something for every kid to include a variety of sports, vocal and instrumental music, art, photography, wood shop, mechanics. You name, Campolindo has it. It is a great school and the kids who attend, feel safe with the opportunity for a well rounded education. The school is highly rated and students are sought after from top colleges across the country.
—Submitted by gayle hall, a parent


Posted May 10, 2006

Great school with excellent learning envionment in a safe town.
—Submitted by a parent


Posted January 18, 2006

There is tremendous amount of community support offered to the children of this school.
—Submitted by a parent


Posted April 22, 2005

Parent involvement is maximum. There are more than enough volunteers for anything the teachers need. $1,000,000 is given each year to this school from the community for music, art and other programs and it is a very small town (less than 20,000 population). 99.9% graduate and go to college of their choice. Parents are well- educated professionals. The majority are two-parent households, where one parent is home when school is out. This prevents truancy, gang activity and minimizes distractions from academics. Very supportive of all sports and fund-raisers. Bond measures pass due to school ranking (latest ranking was 2nd in the State of California!). Community is quiet and safe - too boring for the kids but wonderful place to raise them. Many extra-curricular activities and electives are available - 7 class load available and a ton of AP classes so students can have 30+ college units when they graduate.
—Submitted by a parent


Posted April 13, 2005

Our daughter transfered to Campolindo from Acalanes her junior year. What a breath of fresh air!! Students were so much more respectful toward one another and held accountable for their actions. Acalanes was not a good fit because of these issues. After graduation from college, it was a great realization how well she was prepared. The art and athletic departments were the two extracurricular areas she enjoyed the most...both way above par.Fabulous parent participation...particularly grad night work, senior year. We'd do it all over again in a heartbeat.
—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

922

Change from
2011 to 2012

-1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

9 / 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 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

922

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

-1

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)

10 / 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)

9 / 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.

101 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
42%

2010

 
 
36%

2009

 
 
42%
Algebra II

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

48 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
97%

2010

 
 
91%

2009

 
 
94%
Biology/Life Sciences

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

253 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%

2009

 
 
94%
Earth Science

The state average for Earth Science was 39% 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 57% in 2012.

287 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
94%

2010

 
 
90%

2009

 
 
94%
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.

134 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
85%

2010

 
 
79%

2009

 
 
89%
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.

292 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
86%

2010

 
 
83%

2009

 
 
83%
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.

28 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
14%

2010

 
 
14%

2009

 
 
26%
Algebra II

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

159 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
78%

2010

 
 
69%

2009

 
 
62%
Biology/Life Sciences

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

89 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
67%

2010

 
 
72%

2009

 
 
73%
Chemistry

The state average for Chemistry was 51% in 2012.

144 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
93%

2010

 
 
92%

2009

 
 
95%
Earth Science

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

44 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
95%

2010

 
 
87%

2009

 
 
88%
English Language Arts

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

300 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
87%

2010

 
 
87%

2009

 
 
87%
Geometry

The state average for Geometry was 17% in 2012.

79 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
50%

2010

 
 
40%

2009

 
 
56%
High School (Summative) Mathematics (Grade 9-11)

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

32 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
92%

2010

 
 
100%

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

297 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
89%

2010

 
 
88%

2009

 
 
91%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
64%
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

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

70 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
27%

2010

 
 
29%

2009

 
 
10%
Biology/Life Sciences

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

94 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
99%

2010

 
 
100%

2009

 
 
100%
Chemistry

The state average for Chemistry was 34% in 2012.

57 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
75%

2010

 
 
65%

2009

 
 
91%
Earth Science

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

67 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
73%

2010

 
 
79%

2009

 
 
74%
English Language Arts

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

328 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
87%

2010

 
 
87%

2009

 
 
86%
Geometry

The state average for Geometry was 9% in 2012.

16 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
14%

2010

 
 
11%

2009

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

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

220 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
72%

2010

 
 
71%

2009

 
 
65%
Physics

The state average for Physics was 56% in 2012.

84 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
100%

2010

 
 
96%

2009

 
 
96%
U.S. History

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

327 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
89%

2010

 
 
91%

2009

 
 
94%
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 Students27%
Females24%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantagedn/a
Non-economically disadvantaged28%
Students with disability17%
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented25%
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 graduate26%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

Algebra II

All Students87%
Females84%
Males90%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)83%
Economically disadvantagedn/a
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 talented96%
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 graduate79%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Biology/Life Sciences

All Students96%
Females95%
Males97%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disability82%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

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 Students94%
Females95%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disability77%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate90%
Parent education - graduate school/post graduate96%
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 Students85%
Females81%
Males91%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
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 graduate86%
Parent education - graduate school/post graduate83%
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 Students86%
Females82%
Males90%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino69%
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disability58%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate85%
Parent education - graduate school/post graduate89%
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 Students37%
Femalesn/a
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disability25%
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only37%
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 graduate36%
Parent education - declined to staten/a

Algebra II

All Students66%
Females68%
Males65%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)59%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented86%
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 graduate64%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Biology/Life Sciences

All Students76%
Females84%
Males67%
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)76%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disability43%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only75%
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 graduate90%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Chemistry

All Students96%
Females95%
Males96%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 graduate94%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Earth Science

All Students93%
Females88%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only93%
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 graduate100%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

English Language Arts

All Students87%
Females91%
Males84%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disability48%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
Parent education - declined to state71%

Geometry

All Students40%
Females36%
Males43%
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)41%
Economically disadvantagedn/a
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only39%
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 graduate41%
Parent education - graduate school/post graduate38%
Parent education - declined to staten/a

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

All Students97%
Females100%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged97%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
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 graduate96%
Parent education - declined to staten/a

Science

All Students92%
Females94%
Males90%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disability54%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate94%
Parent education - graduate school/post graduate92%
Parent education - declined to state77%

World History

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 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 Students18%
Females14%
Males23%
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)12%
Economically disadvantagedn/a
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only19%
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 graduate16%
Parent education - graduate school/post graduate22%
Parent education - declined to staten/a

Biology/Life Sciences

All Students96%
Females98%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
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 graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Chemistry

All Students84%
Females79%
Males91%
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)80%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
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 graduate84%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Earth Science

All Students72%
Females80%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)72%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disability43%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only72%
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 graduate78%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

English Language Arts

All Students87%
Females92%
Males82%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disability31%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Geometry

All Students6%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)0%
Economically disadvantagedn/a
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disabilityn/a
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 Students63%
Females57%
Males71%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)61%
Economically disadvantagedn/a
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented90%
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 graduate57%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Physics

All Students89%
Females86%
Males92%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented98%
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 graduate84%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

U.S. History

All Students86%
Females87%
Males87%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disability47%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate82%
Parent education - graduate school/post graduate94%
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.

303 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
98%

2010

 
 
99%

2009

 
 
99%
Math

The state average for Math was 84% in 2012.

303 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
98%

2010

 
 
97%

2009

 
 
99%
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 Students98%
Females100%
Males97%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to state100%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Economic Status Unknown93%
Students with disability93%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females100%
Males98%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state100%
Economically disadvantagedn/a
Non-economically disadvantaged99%
Economic Status Unknown100%
Students with disability89%
Tested with modificationsn/a
English learnern/a
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 72% 28%
Multiple or No Response 14% 3%
Asian 11% 8%
Hispanic or Latino 2% 49%
Filipino 1% 3%
African American 0% 7%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 10%N/A24%
Students eligible for free or reduced-price lunch program 20%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
Farsi (Persian) 33% 0%
Filipino (Pilipino or Tagalog) 33% 1%
Russian 33% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 25N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 16N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 12%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

300 Moraga Road
Moraga, CA 94556
Phone: (925) 280-3950

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