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GreatSchools Rating

Campolindo High School

Public | 9-12

 
 

Living in Moraga

Situated in a suburban neighborhood. The median home value is $720,000. The average monthly rent for a 2 bedroom apartment is $1,530.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted May 25, 2014

Campolindo is an ok school. Some of teachers really care and teach well. If your child is in special ed this school does not have the capability and understanding to handle it well. It's a school for parents who wants their kids to learn more regardless of the quality, stress, and healthy way of learning. Schools has a drug problem and they prefer to look the other way. If I have to do it all over again, I will not chose campolindo for my kid.
—Submitted by a parent


Posted March 29, 2014

I transferred to Campo my senior year. While the curriculum was definitely above average (though slightly less challenging than my previous school), I was surprised at the atmosphere. The majority of the students seemed accustomed to privilege, and one student even asked me why I drove a car made in 1999--he could not comprehend any reason to drive an older car. I think the involvement of parents in funding the school is amazing, but it would be great if the school was able to foster understanding of diversity and perspective, possibly by encouraging discussion of social issues in classrooms. Campo will definitely prepare students for college, but it's disappointing to see so many kids go into the world with very narrow understanding of social, racial and class-based issues.
—Submitted by a student


Posted September 26, 2013

It's our daughter's first year at this school and so far we have been very impressed with the quality of teachers!!
—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 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 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


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 2013.

This school's
API score

921

Change from
2012 to 2013

0

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

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 2013

This school's
API score

921

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
2012 to 2013

0

Change from 2012 to 2013
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
(2012)

10 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
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 2013.

111 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
27%

2011

 
 
42%

2010

 
 
36%
Algebra II

The state average for Algebra II was 65% in 2013.

45 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
87%

2011

 
 
97%

2010

 
 
91%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

273 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

307 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%

2011

 
 
94%

2010

 
 
90%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

150 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
85%

2011

 
 
85%

2010

 
 
79%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

308 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
86%

2011

 
 
86%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

19 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
37%

2011

 
 
14%

2010

 
 
14%
Algebra II

The state average for Algebra II was 39% in 2013.

143 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
66%

2011

 
 
78%

2010

 
 
69%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

39 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
76%

2011

 
 
67%

2010

 
 
72%
Chemistry

The state average for Chemistry was 46% in 2013.

175 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
96%

2011

 
 
93%

2010

 
 
92%
Earth Science

The state average for Earth Science was 35% in 2013.

69 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
93%

2011

 
 
95%

2010

 
 
87%
English Language Arts

The state average for English Language Arts was 52% in 2013.

292 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
87%

2011

 
 
87%

2010

 
 
87%
Geometry

The state average for Geometry was 15% in 2013.

80 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
40%

2011

 
 
50%

2010

 
 
40%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

49 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
97%

2011

 
 
92%

2010

 
 
100%
Science

The state average for Science was 54% in 2013.

292 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
92%

2011

 
 
89%

2010

 
 
88%
World History

The state average for World History was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2013.

79 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
18%

2011

 
 
27%

2010

 
 
29%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

93 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
99%

2010

 
 
100%
Chemistry

The state average for Chemistry was 32% in 2013.

63 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
84%

2011

 
 
75%

2010

 
 
65%
Earth Science

The state average for Earth Science was 37% in 2013.

61 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
72%

2011

 
 
73%

2010

 
 
79%
English Language Arts

The state average for English Language Arts was 48% in 2013.

297 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%

2011

 
 
87%

2010

 
 
87%
Geometry

The state average for Geometry was 8% in 2013.

22 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
6%

2011

 
 
14%

2010

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

187 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
63%

2011

 
 
72%

2010

 
 
71%
Physics

The state average for Physics was 58% in 2013.

58 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
89%

2011

 
 
100%

2010

 
 
96%
U.S. History

The state average for U.S. History was 50% in 2013.

297 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
86%

2011

 
 
89%

2010

 
 
91%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students41%
Females35%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantagedn/a
Non-economically disadvantaged41%
Students with disability24%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only42%
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)15%
Parent education - college graduate41%
Parent education - graduate school/post graduate45%
Parent education - declined to staten/a

Algebra II

All Students93%
Females90%
Males96%
African Americann/a
Asian93%
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)95%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only95%
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 graduate92%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Biology/Life Sciences

All Students91%
Females92%
Males90%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
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 graduate89%
Parent education - graduate school/post graduate93%
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 Students95%
Females95%
Males94%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disability77%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
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)77%
Parent education - college graduate97%
Parent education - graduate school/post graduate95%
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
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

Geometry

All Students87%
Females87%
Males86%
African Americann/a
Asian95%
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)85%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
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 graduate89%
Parent education - declined to staten/a

Integrated/Coordinated Science 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
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

Physics

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

World History

All Students85%
Females84%
Males85%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disability42%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only85%
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)50%
Parent education - college graduate84%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students52%
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)67%
Economically disadvantagedn/a
Non-economically disadvantaged47%
Students with disability50%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only53%
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 Students71%
Females69%
Males75%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantagedn/a
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented93%
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 graduate67%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Biology/Life Sciences

All Students59%
Females63%
Males57%
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)60%
Economically disadvantagedn/a
Non-economically disadvantaged61%
Students with disability52%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only59%
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 graduate65%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Chemistry

All Students92%
Females90%
Males94%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino82%
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 disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
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)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Earth Science

All Students78%
Females66%
Males89%
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)82%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only78%
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 graduate75%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

English Language Arts

All Students90%
Females94%
Males86%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disability57%
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only90%
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)92%
Parent education - college graduate90%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Geometry

All Students45%
Females42%
Males48%
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)48%
Economically disadvantagedn/a
Non-economically disadvantaged45%
Students with disability40%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented73%
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 graduate43%
Parent education - graduate school/post graduate45%
Parent education - declined to staten/a

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

All Students92%
Females89%
Males94%
African Americann/a
Asian85%
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)96%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
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)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Science

All Students93%
Females93%
Males93%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disability65%
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only93%
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 graduate92%
Parent education - graduate school/post graduate95%
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
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
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
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

Algebra II

All Students14%
Females5%
Males22%
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)10%
Economically disadvantagedn/a
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only14%
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 graduate19%
Parent education - graduate school/post graduate12%
Parent education - declined to staten/a

Biology/Life Sciences

All Students93%
Females94%
Males91%
African Americann/a
Asian100%
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)89%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
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 graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Chemistry

All Students65%
Females65%
Males66%
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)60%
Economically disadvantagedn/a
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented84%
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 graduate73%
Parent education - graduate school/post graduate61%
Parent education - declined to staten/a

Earth Science

All Students75%
Females74%
Males76%
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)77%
Economically disadvantagedn/a
Non-economically disadvantaged75%
Students with disability45%
Students with no reported disability90%
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 graduate84%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

English Language Arts

All Students87%
Females90%
Males84%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disability30%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only86%
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)64%
Parent education - college graduate85%
Parent education - graduate school/post graduate89%
Parent education - declined to state85%

Geometry

All Students5%
Femalesn/a
Males0%
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)0%
Economically disadvantagedn/a
Non-economically disadvantaged5%
Students with disability8%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only5%
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 Students66%
Females68%
Males65%
African Americann/a
Asian82%
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)60%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented87%
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 graduate69%
Parent education - declined to staten/a

Physics

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

U.S. History

All Students91%
Females92%
Males89%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disability40%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only90%
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 graduate93%
Parent education - graduate school/post graduate92%
Parent education - declined to state69%

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
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
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

301 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
98%

2010

 
 
99%
Math

The state average for Math was 84% in 2013.

302 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
98%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students98%
Females97%
Males98%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state100%
Economically disadvantaged82%
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disability81%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students98%
Females98%
Males97%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to state100%
Economically disadvantaged83%
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disability84%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 70% 26%
Asian or Asian/Pacific Islander 14% 11%
Two or more races 9% 3%
Hispanic 7% 52%
Black 1% 6%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 1%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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

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