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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 25% in 2012.
424 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
493 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
601 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 13% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
176 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
540 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
653 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
640 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
641 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 10% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
240 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
229 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
529 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
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
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
530 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 17% |
| Females | 24% |
| Males | 11% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 16% |
| Students with disability | 19% |
| Students with no reported disability | 17% |
| English learner | 6% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 42% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 20% |
| Parent education - declined to state | 16% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 42% |
| Males | 58% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 21% |
| Females | 14% |
| Males | 27% |
| African American | 16% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 36% |
| Students with disability | 5% |
| Students with no reported disability | 23% |
| English learner | 5% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 34% |
| Parent education - graduate school/post graduate | 29% |
| Parent education - declined to state | 18% |
| All Students | 42% |
| Females | 48% |
| Males | 35% |
| African American | 43% |
| Asian | n/a |
| Filipino | 76% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 52% |
| Students with disability | 12% |
| Students with no reported disability | 43% |
| English learner | 6% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 37% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 23% |
| Males | 49% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 44% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 80% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 5% |
| Females | 5% |
| Males | 6% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 8% |
| Students with disability | 7% |
| Students with no reported disability | 6% |
| English learner | 0% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 30% |
| Females | 27% |
| Males | 33% |
| African American | 27% |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 20% |
| Females | 21% |
| Males | 19% |
| African American | 19% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 34% |
| Students with disability | 6% |
| Students with no reported disability | 21% |
| English learner | 0% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 15% |
| All Students | 14% |
| Females | 5% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 5% |
| Females | 0% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 40% |
| Males | 25% |
| African American | 28% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 46% |
| Students with disability | 3% |
| Students with no reported disability | 35% |
| English learner | 2% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | 37% |
| All Students | 3% |
| Females | 2% |
| Males | 4% |
| African American | 5% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | 2% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 4% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 3% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 26% |
| Males | 23% |
| African American | 20% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 33% |
| Students with disability | 8% |
| Students with no reported disability | 26% |
| English learner | 4% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | 28% |
| All Students | 20% |
| Females | 19% |
| Males | 22% |
| African American | 15% |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 31% |
| Students with disability | 4% |
| Students with no reported disability | 21% |
| English learner | 3% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 19% |
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
| All Students | 4% |
| Females | 0% |
| Males | 7% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 10% |
| Students with disability | 0% |
| Students with no reported disability | 6% |
| English learner | 0% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 7% |
| Females | 7% |
| Males | 7% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | 5% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | 21% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 30% |
| Females | 32% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 7% |
| Females | 1% |
| Males | 17% |
| African American | 5% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | 30% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 20% |
| Females | n/a |
| Males | 20% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 34% |
| Males | 34% |
| African American | 28% |
| Asian | 62% |
| Filipino | 62% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 42% |
| Students with disability | 3% |
| Students with no reported disability | 36% |
| English learner | 1% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 34% |
| All Students | 1% |
| Females | 0% |
| Males | 2% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 5% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 15% |
| Females | 9% |
| Males | 21% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 22% |
| Males | 39% |
| African American | 23% |
| Asian | 77% |
| Filipino | 31% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 34% |
| Students with disability | 5% |
| Students with no reported disability | 32% |
| English learner | 4% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 25% |
| All Students | 18% |
| Females | 9% |
| Males | 27% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
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
The state average for English Language Arts was 83% in 2012.
680 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
678 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 70% |
| Females | 77% |
| Males | 62% |
| African American | 60% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Declined to state | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 77% |
| Economic Status Unknown | 72% |
| Students with disability | 21% |
| Tested with modifications | n/a |
| English learner | 27% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 69% |
| Females | 73% |
| Males | 66% |
| African American | 57% |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Declined to state | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 74% |
| Economic Status Unknown | 67% |
| Students with disability | 21% |
| Tested with modifications | n/a |
| English learner | 44% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
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
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 »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 71% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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| School Leader's name |
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| Fax number |
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| Bi-lingual or language immersion programs offered Don't understand these terms? |
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| Specialized programs for specific types of special education students |
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Tips for understanding school culture
| Dress Code |
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| More from this school |
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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.
15150 Lasselle Street
Moreno Valley,
CA 92551
Website: Click here
Phone: (951) 571-4880
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