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GreatSchools Rating

Vista Del Lago High School

Public | 8-12 | 2583 students

Last modified
Community Rating

3 stars

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

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31 reviews of this school


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Posted Thursday, May 16, 2013

This school is administered very poorly, worst school ever. The sad thing is I have gone to the PRINCIPAL for assistance and this Principal who states that BULLYING is not tolerated did not take proper action. Instead it took someone else lower took an initiative to LISTEN and assist. I as well will NEVER put my next child in this poorly administered SCHOOL!
—Submitted by a parent


Posted May 21, 2011

I am a freshman at Vista Del Lago High School, and all that I have to say, is that this school is amazing. This school has gotten better and better by the years, and thats an opinion of several juniors and seniors going there, and my own opinion, is that this is one of the best schools i've ever been to. I recommend this school to everyone.
—Submitted by a student


Posted December 12, 2010

I am a senior at VDLHS. and i think this is school can be better. but over the years i think this school has been improving in behavior. few fights here and there. since we got a new principal this year i cant really tell if shes doing good or not. teachers are pretty decent. counselors are great whatever you need they will talk to you. overall I Love This School. Its going be very depressing leaving it
—Submitted by a student


Posted October 20, 2010

Thank God my oldest kid's counselor was able to share with me about the Bill and Melinda Gates foundation. My son was failing every subject except PE. I moved him out in 11th Grade and now is a transformation. He has an above C average and earning college credits at the same time. My youngest is in 10th Grade and is failing also, even though he was a good student in Landmark. I will try to get him out of Vista Del Lago ASAP.
—Submitted by a parent


Posted June 14, 2010

The principal and admistrators aren't very helpful or live up to the expectations of their jobs. Thankfully, we'll be getting a new prinicipal this upcoming school year. Hopefully he'll be more supportive of student activities. The teachers are good for the most part I've only had one that truly doesn't deserve the title of teacher. Most try their best to help their students and i'm grateful for those. It's not a bad school and i'm pretty happy where I am and proud to be in Vista's class of 2012
—Submitted by a student


Posted August 20, 2008

I have a daughter that s in her second year at Vista. As some others have posted, it s also both the parents & children s responsibility to help make it a good school. The teachers and administrators can only do so much. My daughter was involved in all sorts of after school programs and had a great time, as well as us, since we made it a point to take the time to be involved. Just because a school doesn t have a lot of extracurricular activities does not make it a bad school. The main priority of the school is education, not dances or other such events. The school is still new and needs the chance to grow and get better. I think it has a lot of potential.
—Submitted by a parent


Posted July 28, 2008

yea i went to VDLHS from when it opened and was part of the first 4 year graduating class... yea that school is not the best. It doesnt involve students positively in any way. the handled a lot of the riots during those years badly and the people in the front office arent the nicest or most helpful.
—Submitted by a student


Posted April 18, 2008

I hate to see such harsh reviews of this school. The teachers are so nice and the principal really went out of his way to help me. My son is, for lack of a better word, a little of a trouble maker. He actually is very intelligent and sometimes this leads to him questioning authority. However everyone seems to see this and cares about him. This is not how it was in middle school, so I owe this to an aware and educated staff.
—Submitted by a parent


Posted March 19, 2008

This school is not up to my standards and I am highly disappointed in it. What a shame. Don't even get me started on the principle.
—Submitted by a parent


Posted January 14, 2008

My third child is attending vdlhs now and to me, this school just doesn't have pride at all. These students should be proud to wear their letterman jackets and jerseys everywhere but in reality, their ashamed. This school needs to support more events-dances that they aren't so strict about and maybe a festival with lazer tag or even a day with cultural foods provided where all of the students would join. They (the administrators) need to have more involvement in their school and with their students.
—Submitted by Tiffany, a parent


Posted January 2, 2008

I too have 2 children attending VDHS. (senior & sophmore) My senior is in the top 10 of VDHS whom is not interested in VDHS because of the way things are handled for the lack of parent involvement, sports, ect. You can not blame the teachers. They are there to teach however if your child is not willing to learn then you can not blame the teachers.
—Submitted by a parent


Posted November 25, 2007

oh my god i visited this school and it is the most ecxelent school in the city ,and i can say in the hole region. Teachers are great and give the best of their selfs. wow
—Submitted by a parent


Posted September 27, 2007

I believe the school as come along well so far. There are not as many extracurricular activities as other schools in the district, but more are added every year and the sports teams continue to improve. The academics are not as strong as other schools, but as the teachers continue to teach the scores will get higher and the academics thougher. I believe the school is doing well for only being in its sixth year and can say I'm proud to be an alumna.
—Submitted by a former student


Posted September 4, 2007

I am a parent of a sophomore at VDLHS. I am not impressed with the principal, office staff, or teacher. The curriculum is not up to par in my opinion and the violence on campus is out of control. Last year I received to many phone calls of incidents that occurred on campus and was told not to worry. When I phoned to get more information, my phone call was never returned. I do not plan on sending my other two children to this school unless their test scores improve, as well as the availability of extracurricular activities increases.
—Submitted by a parent


Posted August 23, 2007

It continues to grow in traditions and leadership. I can honestly see this school shining above the rest in the district in the next two or three years. However, much support needed from the district in developing extra curricular activities, like a strong marching band program and athletics to draw interest in coming to Vista del Lago
—Submitted by a parent


Posted August 20, 2007

I was one of their top students with A.P classes, extracurriculars, and I behaved. The office staff however was rude and disrespectful. The majority of the teachers knew what they were doing and had more approachable personailies than that off the staff, but ultimately the school is not the best place to earn an education. They treat you like children and then tell you to act like an adult. They give you three english classes or a 1st period and a 4th period with nothing in between and tell you to deal with it. The only way to get anything done is by involving parents, because they just don'y listen to the students.
—Submitted by c/o 2007, a former student


Posted June 23, 2007

I think that its not the teachers who dont care, its the students that dont. If the students show that they care about their learning then the teachers will get involve more in the classrooms. As a future sophmore i dont think its fair to call vista a terrible school. The school just open a couple of years ago, give it time to get things together. I mean we just started building our stadium, and who knows what Vista Del Lago will be in 10 years.
—Submitted by a parent


Posted May 28, 2007

Didn't like this school at all at first but wow what a difference a year makes, it's getting so much better in every aspect! Hopefully next year it will still continue to improve.
—Submitted by Jay, a parent


Posted April 20, 2007

I am a Senior at this school and it seems to me like parents are placing the blame on the staff at this school for problems orruring when in fact it is the opposite. How is a teacher expected to teach your child when your child is the one distrupting the class. The teachers are not at fault here, it is in fact the students and the lack of parental involvement at this school. The only time you see parents is when something bad happens; at which time they place all the blame on the staff here at VDLHS. If you are such responsible parents, Why not help out? Join the PTSA (Which is having an extremely hard time to function without parents) and help make our school a 'better place' instead of taking your child and running from this 'terrible school'.
—Submitted by Maria c/o 2007, a student


Posted March 17, 2007

I too am a parent that has students attending this school. I have had to remove my female student for safety issues and send my male student to another Moreno Valley school for smaller class size and more teacher involvement. I am so disappointed in a school that seemed to have so much promise, hope as a new school in the beginning. The school lacks teacher and staff members that care. Parental control and involvement are no where to be found. I will not be sending my 3rd child to 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 2012.

This school's
API score

665

Change from
2011 to 2012

+20

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

665

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

+20

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)

2 / 10

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

3 / 10

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

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

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

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

424 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
10%

2010

 
 
8%

2009

 
 
8%
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

127 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
27%

2010

 
 
50%

2009

 
 
48%
Earth Science

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

493 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
23%

2010

 
 
19%

2009

 
 
18%
English Language Arts

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

601 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
38%

2010

 
 
39%

2009

 
 
33%
General Mathematics (Grades 6 & 7 Standards)

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

25 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
3%

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

167 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
31%

2010

 
 
16%

2009

 
 
23%
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.

21 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
65%

2010

 
 
51%

2009

 
 
37%
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.

134 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
1%

2010

 
 
1%

2009

 
 
2%
Algebra II

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

176 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
10%

2010

 
 
11%

2009

 
 
33%
Biology/Life Sciences

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

540 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
16%

2010

 
 
15%

2009

 
 
25%
Chemistry

The state average for Chemistry was 51% in 2012.

29 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
5%

2010

 
 
31%

2009

 
 
16%
Earth Science

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

39 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
17%

2010

 
 
27%

2009

 
 
7%
English Language Arts

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

653 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
29%

2010

 
 
25%

2009

 
 
30%
Geometry

The state average for Geometry was 17% in 2012.

304 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
10%

2010

 
 
3%

2009

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

640 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
23%

2010

 
 
19%

2009

 
 
24%
World History

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

641 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
19%

2010

 
 
14%

2009

 
 
16%
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.

73 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
0%

2010

 
 
0%

2009

 
 
1%
Algebra II

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

240 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
3%

2010

 
 
2%

2009

 
 
3%
Biology/Life Sciences

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

30 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
10%

2010

 
 
17%

2009

 
 
9%
Chemistry

The state average for Chemistry was 34% in 2012.

229 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
3%

2010

 
 
8%

2009

 
 
5%
Earth Science

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

31 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
20%

2010

 
 
9%

2009

 
 
6%
English Language Arts

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

529 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
27%

2010

 
 
25%

2009

 
 
23%
Geometry

The state average for Geometry was 9% in 2012.

85 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
2%

2010

 
 
1%

2009

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

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

95 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
27%

2010

 
 
25%

2009

 
 
27%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
6%
U.S. History

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

530 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
27%

2010

 
 
21%

2009

 
 
18%
World History

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

31 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
13%

2010

 
 
11%

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

English Language Arts

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

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

History - Social Science Grade 8 Cumulative

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

Science

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students17%
Females24%
Males11%
African American21%
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)20%
Economically disadvantaged17%
Non-economically disadvantaged16%
Students with disability19%
Students with no reported disability17%
English learner6%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented42%
Parent education - not a high school graduate15%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)14%
Parent education - college graduate29%
Parent education - graduate school/post graduate20%
Parent education - declined to state16%

Algebra II

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

Biology/Life Sciences

All Students47%
Females42%
Males58%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged47%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate30%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)50%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Earth Science

All Students21%
Females14%
Males27%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged18%
Non-economically disadvantaged36%
Students with disability5%
Students with no reported disability23%
English learner5%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate12%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)23%
Parent education - college graduate34%
Parent education - graduate school/post graduate29%
Parent education - declined to state18%

English Language Arts

All Students42%
Females48%
Males35%
African American43%
Asiann/a
Filipino76%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged40%
Non-economically disadvantaged52%
Students with disability12%
Students with no reported disability43%
English learner6%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate30%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)48%
Parent education - college graduate53%
Parent education - graduate school/post graduate59%
Parent education - declined to state37%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learner0%
Fluent-English proficient and English only0%
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 Students32%
Females23%
Males49%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged28%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate37%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)24%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

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 Students78%
Females80%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only88%
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 Students5%
Females5%
Males6%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged8%
Students with disability7%
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Algebra II

All Students30%
Females27%
Males33%
African American27%
Asian45%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)44%
Economically disadvantaged25%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate21%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)24%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

Biology/Life Sciences

All Students20%
Females21%
Males19%
African American19%
Asian50%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged16%
Non-economically disadvantaged34%
Students with disability6%
Students with no reported disability21%
English learner0%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate10%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)22%
Parent education - college graduate35%
Parent education - graduate school/post graduate27%
Parent education - declined to state15%

Chemistry

All Students14%
Females5%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability14%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students5%
Females0%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students33%
Females40%
Males25%
African American28%
Asian59%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged29%
Non-economically disadvantaged46%
Students with disability3%
Students with no reported disability35%
English learner2%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate21%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)37%
Parent education - college graduate47%
Parent education - graduate school/post graduate37%
Parent education - declined to state37%

Geometry

All Students3%
Females2%
Males4%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged3%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability3%
English learner2%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)5%
Parent education - college graduate4%
Parent education - graduate school/post graduaten/a
Parent education - declined to state3%

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

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

Science

All Students25%
Females26%
Males23%
African American20%
Asian59%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged22%
Non-economically disadvantaged33%
Students with disability8%
Students with no reported disability26%
English learner4%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate12%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)27%
Parent education - college graduate35%
Parent education - graduate school/post graduate37%
Parent education - declined to state28%

World History

All Students20%
Females19%
Males22%
African American15%
Asian53%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged17%
Non-economically disadvantaged31%
Students with disability4%
Students with no reported disability21%
English learner3%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduate11%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)20%
Parent education - college graduate29%
Parent education - graduate school/post graduate42%
Parent education - declined to state19%
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 Students4%
Females0%
Males7%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino4%
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantaged10%
Students with disability0%
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students7%
Females7%
Males7%
African American3%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged6%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability7%
English learner5%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talented21%
Parent education - not a high school graduate9%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)8%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Biology/Life Sciences

All Students30%
Females32%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students7%
Females1%
Males17%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged6%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduate4%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)15%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Earth Science

All Students20%
Femalesn/a
Males20%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino11%
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
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)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students34%
Females34%
Males34%
African American28%
Asian62%
Filipino62%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged31%
Non-economically disadvantaged42%
Students with disability3%
Students with no reported disability36%
English learner1%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate25%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)38%
Parent education - college graduate46%
Parent education - graduate school/post graduate31%
Parent education - declined to state34%

Geometry

All Students1%
Females0%
Males2%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learner5%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students15%
Females9%
Males21%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
White (not Hispanic)18%
Economically disadvantaged12%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented32%
Parent education - not a high school graduate25%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)12%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

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
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

U.S. History

All Students29%
Females22%
Males39%
African American23%
Asian77%
Filipino31%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged28%
Non-economically disadvantaged34%
Students with disability5%
Students with no reported disability32%
English learner4%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate32%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)34%
Parent education - college graduate40%
Parent education - graduate school/post graduate31%
Parent education - declined to state25%

World History

All Students18%
Females9%
Males27%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino27%
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only24%
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.

680 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
72%

2010

 
 
74%

2009

 
 
n/a
Math

The state average for Math was 84% in 2012.

678 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
71%

2010

 
 
64%

2009

 
 
n/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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students70%
Females77%
Males62%
African American60%
Asian83%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Declined to staten/a
Economically disadvantaged67%
Non-economically disadvantaged77%
Economic Status Unknown72%
Students with disability21%
Tested with modificationsn/a
English learner27%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students69%
Females73%
Males66%
African American57%
Asian72%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)74%
Declined to staten/a
Economically disadvantaged67%
Non-economically disadvantaged74%
Economic Status Unknown67%
Students with disability21%
Tested with modificationsn/a
English learner44%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 60% 49%
African American 23% 7%
White 10% 28%
Asian 3% 8%
Filipino 2% 3%
Multiple or No Response 1% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 117%N/A24%
Students eligible for free or reduced-price lunch program 271%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 97% 85%
Filipino (Pilipino or Tagalog) 1% 1%
Vietnamese 1% 2%
Arabic 0% 1%
Farsi (Persian) 0% 0%
Khmer (Cambodian) 0% 0%
Thai 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 9N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 91%N/A96%
Emergency credential or waiver 3%N/A2%
Source: CA Dept. of Education, 2008-2009

Awards

Academic awards received in the past 3 years
  • ACCREDITED BY THE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (2005)
  • Pre-Engineering Program- RCOE Model of Excellence Award (2006)

Special education / special needs

Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Speech and language impairments

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Orchestra
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • French
  • Spanish
School leaders can update this information here.

School basics

School start time
  • 8:04
School end time
  • 3:04
School Leader's name
  • Gil Oceguera
Fax number
  • (951) 571-4885

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Speech and language impairments
Foreign languages taught
  • French
  • Spanish
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Cheerleading
  • Football
  • Golf
  • Soccer
  • Tennis
  • Volleyball
Girls sports
  • Basketball
  • Cheerleading
  • Soccer
  • Softball
  • Tennis
  • Volleyball

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production
School leaders can update this information here.

School culture

Dress Code
  • Dress code
More from this school
  • Four well developed School to Career programs in Business, Pre-Engineering, Visual and Performing Arts and Health Careers.
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

15150 Lasselle Street
Moreno Valley, CA 92551
Website: Click here
Phone: (951) 571-4880

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