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GreatSchools Rating

Vista Del Lago High School

Public | 9-12

 

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Living in Moreno Valley

Situated in an urban neighborhood. The median home value is $142,900. The average monthly rent for a 2 bedroom apartment is $1,490.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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33 reviews of this school


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Posted March 19, 2014

Vista del Lago High School has improved tremendously in the last three to four years under the leadership of Principal Dr. Bazanos. She is kind and compassionate and it is easy to see that she has the interests of the students uppermost in her mind. Student behavior has improved because she "expects" them to "maintain" their "dignity" at all times. Teacher performance has improved because she has provided extensive professional development opportunities. Students are being trained in 21st Century Skills because administration and faculty recognize the need to prepare students for the global economy and the information age. I am proud to have my child enrolled and graduated from Vista del Lago High School. I just wish more parents would become involved, like I did!
—Submitted by a parent


Posted November 1, 2013

Vista Del Lago High School is one of the worst schools i have ever encountered, the administration could care less about your childs education!! When you try to inquire nobody can give you any information on when progress reports or report cards will be distributed. All the can do is refer you to the district. When a Principal of a school can not give this type of information i believe it is dereliction of duty. and they should be reprimanded. Also Mr Krueger has one of the worst demeanors i have ever encountered in a educator. This really explains why Vista del Lago Has the worst test scores in the district. Parents if you have a choice don't send your child to this school.
—Submitted by a parent


Posted 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 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 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 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

689

Change from
2012 to 2013

+25

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

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 2013.
  • 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 2013

This school's
API score

689

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

+25

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 2012 and Spring 2013. 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)

2 / 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)

3 / 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.

382 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
17%

2011

 
 
10%

2010

 
 
8%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

212 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
47%

2011

 
 
27%

2010

 
 
50%
Earth Science

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

373 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
21%

2011

 
 
23%

2010

 
 
19%
English Language Arts

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

556 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
42%

2011

 
 
38%

2010

 
 
39%
General Mathematics (Grades 6 & 7 Standards)

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

31 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
0%

2011

 
 
0%

2010

 
 
3%
Geometry

The state average for Geometry was 45% in 2013.

164 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
32%

2011

 
 
31%

2010

 
 
16%
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.

84 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
78%

2011

 
 
65%

2010

 
 
51%
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.

93 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
5%

2011

 
 
1%

2010

 
 
1%
Algebra II

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

156 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
30%

2011

 
 
10%

2010

 
 
11%
Biology/Life Sciences

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

388 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
20%

2011

 
 
16%

2010

 
 
15%
Chemistry

The state average for Chemistry was 46% in 2013.

78 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
14%

2011

 
 
5%

2010

 
 
31%
Earth Science

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

32 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
5%

2011

 
 
17%

2010

 
 
27%
English Language Arts

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

522 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
33%

2011

 
 
29%

2010

 
 
25%
Geometry

The state average for Geometry was 15% in 2013.

275 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
3%

2011

 
 
10%

2010

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

519 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
25%

2011

 
 
23%

2010

 
 
19%
World History

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

527 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
20%

2011

 
 
19%

2010

 
 
14%
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.

48 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
0%

2010

 
 
0%
Algebra II

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

231 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
7%

2011

 
 
3%

2010

 
 
2%
Biology/Life Sciences

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

19 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
30%

2011

 
 
10%

2010

 
 
17%
Chemistry

The state average for Chemistry was 32% in 2013.

258 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
7%

2011

 
 
3%

2010

 
 
8%
Earth Science

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

15 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
20%

2011

 
 
20%

2010

 
 
9%
English Language Arts

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

504 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
34%

2011

 
 
27%

2010

 
 
25%
Geometry

The state average for Geometry was 8% in 2013.

89 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
1%

2011

 
 
2%

2010

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

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

138 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
15%

2011

 
 
27%

2010

 
 
25%
Physics

The state average for Physics was 58% in 2013.

16 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

527 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
29%

2011

 
 
27%

2010

 
 
21%
World History

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

2013

 
 
n/a

2012

 
 
18%

2011

 
 
13%

2010

 
 
11%
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 Students11%
Females8%
Males14%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged11%
Non-economically disadvantaged12%
Students with disability9%
Students with no reported disability11%
English learner2%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate5%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)18%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Algebra II

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

Biology/Life Sciences

All Students41%
Females41%
Males41%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged37%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability41%
English learner8%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate39%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)44%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Earth Science

All Students16%
Females6%
Males24%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged15%
Non-economically disadvantaged21%
Students with disability3%
Students with no reported disability18%
English learner3%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate6%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)20%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

English Language Arts

All Students55%
Females58%
Males51%
African American49%
Asiann/a
Filipino82%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged52%
Non-economically disadvantaged67%
Students with disability19%
Students with no reported disability56%
English learner16%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate50%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)56%
Parent education - college graduate67%
Parent education - graduate school/post graduate75%
Parent education - declined to state60%

General Mathematics (Grades 6 & 7 Standards)

All Students3%
Females0%
Males6%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disability3%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students32%
Females32%
Males32%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged29%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate36%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)35%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

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 Students50%
Females43%
Males66%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)61%
Parent education - college graduate50%
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 Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students20%
Females15%
Males27%
African American0%
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)33%
Economically disadvantaged21%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented36%
Parent education - not a high school graduate15%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)17%
Parent education - college graduate24%
Parent education - graduate school/post graduate18%
Parent education - declined to state26%

Biology/Life Sciences

All Students14%
Females12%
Males16%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged12%
Non-economically disadvantaged26%
Students with disability3%
Students with no reported disability15%
English learner3%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate10%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)13%
Parent education - college graduate22%
Parent education - graduate school/post graduate45%
Parent education - declined to state16%

Chemistry

All Students14%
Females4%
Males31%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talented25%
Parent education - not a high school graduate9%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Earth Science

All Students6%
Females10%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only9%
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)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students39%
Females44%
Males31%
African American31%
Asiann/a
Filipino67%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged35%
Non-economically disadvantaged55%
Students with disability13%
Students with no reported disability39%
English learner5%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate28%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)42%
Parent education - college graduate46%
Parent education - graduate school/post graduate78%
Parent education - declined to state35%

Geometry

All Students3%
Females2%
Males4%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged3%
Non-economically disadvantaged5%
Students with disability0%
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talented25%
Parent education - not a high school graduate0%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)3%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state2%

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
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

Science

All Students30%
Females29%
Males32%
African American25%
Asiann/a
Filipino67%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged27%
Non-economically disadvantaged49%
Students with disability27%
Students with no reported disability31%
English learner5%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate20%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)36%
Parent education - college graduate45%
Parent education - graduate school/post graduate61%
Parent education - declined to state28%

World History

All Students19%
Females15%
Males24%
African American14%
Asiann/a
Filipino40%
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged15%
Non-economically disadvantaged40%
Students with disability14%
Students with no reported disability20%
English learner3%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate14%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)21%
Parent education - college graduate31%
Parent education - graduate school/post graduate44%
Parent education - declined to state15%
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 Students2%
Females0%
Males4%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school 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 Students2%
Females4%
Males0%
African American2%
Asiann/a
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged3%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)0%
Parent education - college graduate4%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students21%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only29%
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 Students8%
Females5%
Males14%
African American10%
Asian18%
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged6%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability9%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented35%
Parent education - not a high school graduate3%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)9%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state3%

Earth Science

All Students20%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only23%
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 Students34%
Females37%
Males29%
African American29%
Asian56%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged30%
Non-economically disadvantaged48%
Students with disability0%
Students with no reported disability35%
English learner2%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate25%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)35%
Parent education - college graduate40%
Parent education - graduate school/post graduate45%
Parent education - declined to state34%

Geometry

All Students3%
Females0%
Males7%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability4%
English learner8%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)0%
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 Students22%
Females19%
Males26%
African American16%
Asian18%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged19%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented34%
Parent education - not a high school graduate16%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)15%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to state14%

Physics

All Students25%
Femalesn/a
Males36%
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 disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
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 Students34%
Females31%
Males38%
African American29%
Asian69%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged30%
Non-economically disadvantaged51%
Students with disability2%
Students with no reported disability37%
English learner9%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate23%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)41%
Parent education - college graduate40%
Parent education - graduate school/post graduate67%
Parent education - declined to state30%

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.

585 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
70%

2011

 
 
72%

2010

 
 
74%
Math

The state average for Math was 84% in 2013.

584 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
69%

2011

 
 
71%

2010

 
 
64%
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 Students74%
Females80%
Males67%
Gender Unknownn/a
African American69%
Asiann/a
Filipino88%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)84%
Declined to staten/a
Economically disadvantaged72%
Non-economically disadvantaged84%
Economic Status Unknown77%
Students with disability30%
Tested with modificationsn/a
English learner32%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students74%
Females74%
Males74%
Gender Unknownn/a
African American68%
Asiann/a
Filipino87%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Declined to staten/a
Economically disadvantaged73%
Non-economically disadvantaged77%
Economic Status Unknown85%
Students with disability38%
Tested with modificationsn/a
English learner47%
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
Hispanic 68%
Black 19%
White 7%
Asian 2%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 81%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 8%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

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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.

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by verifying community responses, adding program highlights
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School basics

School start time
  • 8:04
School end time
  • 3:04
School Leader's name
  • Patricia Bazanos
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.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

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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