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GreatSchools Rating

Vintage High School

Public | 9-12

 

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Last modified
Community Rating

4 stars

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

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13 reviews of this school


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Posted February 7, 2014

I have two boys at Vintage and I'm very proud of this school. Our boys are good students and work hard. The Principal is absolutely wonderful and has made a lot of great changings. But it all starts at home. Parents play a big roll in the schools. So parents need to support the school and the teachers. Vintage has great parents too! I think Vintage is one of the best schools in Napa. And with all the new changes that have been taking place. I am very happy with Vintage.
—Submitted by a parent


Posted June 26, 2013

I graduated back in 2008 and still have very fond memories of Vintage. I wasn't a very outgoing kid, but I was involved in the schools choir and learned a great deal from the people involved and the teachers there. I enjoyed English the best, along with choir, and still believe the English teachers at Vintage are better than most I've seen in college. I would always highly recommend this school. I know not everyone loved their high school, most tend to think their memories are just a horrid nightmare they are always trying to forget, but I enjoyed my time there and still think it was one of the best decisions I could have made in a high school choice. High school is what you make of it, and Vintage High School has a lot to offer, even for people who don't like joining in.


Posted February 7, 2010

My daughter is on her 12th grade this year and so far they have a very good quality of teaching. We supposed to move last year but we can't do it not until our daughter finish her high school here. We know if we move her to a different school, it will never be as good quality as Vintage.
—Submitted by a parent


Posted January 15, 2009

i am a freshman at vintage high and i really enjoy this school you have so much to choose from and lots of things to do and the teachers there are so caring and they take as long as you need to understand the material they are teaching.. GO CRUSHERS:)
—Submitted by a student


Posted October 7, 2008

We LOVE VHS! Our second child is a freshman and has made an amazing transition, thanks in part to the great staff and LINK Crew efforts. Our oldest child graduated last June and was admitted to a top notch 4 year university. VHS did an amazing job of preparing students for the next step in their education.
—Submitted by a parent


Posted April 25, 2008

Even though I just started to go to vintage this year, i alrdy love it. The teachers are as nice as can be. Very patient and amazing to talk to.
—Submitted by a student


Posted March 16, 2007

I am currently a Senior at Vintage. I love vintage and am very sad to be leaving in only a few short months. The teachers teach and disciple to the highest. It is the kids that are a big problem, it seems as though kids are forgetting that teachers are people we need to respect. They talk back and disrespect by coming in late with lame excuses. I think vintage is a great school with great teachers.
—Submitted by a student


Posted January 11, 2006

We have two teens at Vintage High and one at Napa High.First off I would have to agree that there is no cohesiveness at Vintage.There is also no rewards for good grades, Napa high gave a letter to one of my kids for getting good grades where at Vintage my other recieved nothing making the honor roll.I also agree with IEP I belive after 3 years of dealing with them that there main agenda is to just pass the children whether they learned the material or not. Which doesnt do anyone any favors because then they cant pass the exit exam.We used to be very involved but one can only beat there head against the wall so many time. Thankfully both kids are seniors. I find the teachers to be supportive and very good at Vintage.
—Submitted by a parent


Posted November 21, 2005

Not enough parent-teacher communication.
—Submitted by a parent


Posted October 29, 2005

Principal is absolutely wonderful. Younger man with lots of enthusiasm, great with the kids, well liked, supportive, encouraging, runs the school well, relates well to kids, fair disciplinarian. String orchestra class is fair...not the best opportunity for string students, but satisfactory, better than nothing. Good location, does not seem overcrowded. Kids have many choices for classes. Not a block schedule, which we like.
—Submitted by a parent


Posted August 16, 2005

As a grandparent, I give Vintage HS a high score. My oldest son was a member of the first graduating class in 1973, followed by his brother in 1976. Both are successful in their chosen careers. So far, 2 of my grandchildren are Vintage graduates--one will be a Junior at UC Davis in Sept., the other a sophomore at Chico State this month--both are doing well. My 3rd and last grandchild will be a freshman at Vintage HS this year, and I feel sure she will also do well at Vintage! Go Crushers!
—Submitted by a parent


Posted May 7, 2004

I believe Vintage High is going thru a transition. This happens any time there is a change in Administrators. The Principal is young and can be innovative in bringing about change. I would siggest that Parents who are dissatisfied become more proactive. Thus being able to have a greater influnce on our youth. I would like to see more school spirit, more parental involvement and partnerships with major businesses.
—Submitted by a parent


Posted February 23, 2004

Vintage High School lacks cohesiveness. No one knows what the other is doing. The principal is far too young, and lacks authority. I wish our child had attended Napa High School instead.
—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

763

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

5 / 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 did not meet 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

763

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

+2

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)

5 / 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.

303 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
27%

2011

 
 
20%

2010

 
 
21%
Algebra II

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

144 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
39%

2011

 
 
42%

2010

 
 
38%
Biology/Life Sciences

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

356 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
44%

2011

 
 
39%

2010

 
 
10%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

450 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
58%

2011

 
 
62%

2010

 
 
62%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
94%
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

 
 
0%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

120 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
17%

2011

 
 
5%

2010

 
 
9%
Algebra II

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

16 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
8%

2011

 
 
19%

2010

 
 
20%
Biology/Life Sciences

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

55 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
54%

2011

 
 
53%

2010

 
 
47%
Chemistry

The state average for Chemistry was 46% in 2013.

340 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
18%

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

12 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

420 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
52%

2011

 
 
51%

2010

 
 
49%
Geometry

The state average for Geometry was 15% in 2013.

282 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
34%

2011

 
 
24%

2010

 
 
25%
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.

419 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
45%

2011

 
 
58%

2010

 
 
49%
World History

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

426 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
48%

2011

 
 
39%

2010

 
 
41%
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.

15 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
19%

2011

 
 
4%

2010

 
 
10%
Algebra II

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

103 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
17%

2011

 
 
13%

2010

 
 
11%
Biology/Life Sciences

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

130 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
39%

2011

 
 
60%

2010

 
 
57%
Chemistry

The state average for Chemistry was 32% in 2013.

26 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
32%

2011

 
 
28%

2010

 
 
28%
Earth Science

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

11 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
n/a

2011

 
 
22%

2010

 
 
16%
English Language Arts

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

403 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
48%

2011

 
 
49%

2010

 
 
46%
Geometry

The state average for Geometry was 8% in 2013.

111 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
12%

2011

 
 
13%

2010

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

102 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
47%

2011

 
 
53%

2010

 
 
55%
Physics

The state average for Physics was 58% in 2013.

143 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
39%

2011

 
 
42%

2010

 
 
33%
U.S. History

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

399 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
46%

2011

 
 
49%

2010

 
 
47%
World History

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

16 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students27%
Females32%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged18%
Not economically disadvantaged40%
Students with disability4%
Students with no reported disability30%
English learner8%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate20%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)30%
Parent education - college graduate38%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Algebra II

All Students40%
Females31%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged37%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented52%
Parent education - not a high school graduate48%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)36%
Parent education - college graduate54%
Parent education - graduate school/post graduate23%
Parent education - declined to staten/a

Biology/Life Sciences

All Students47%
Females37%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged37%
Not economically disadvantaged54%
Students with disability43%
Students with no reported disability47%
English learner18%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate32%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)39%
Parent education - college graduate65%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students68%
Females71%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged55%
Not economically disadvantaged81%
Students with disability35%
Students with no reported disability70%
English learner21%
Fluent-English proficient and English only71%
Migrant education67%
Gifted and talented97%
Parent education - not a high school graduate47%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)72%
Parent education - college graduate87%
Parent education - graduate school/post graduate79%
Parent education - declined to state62%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Not 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

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
Not 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
Not 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 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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students5%
Females8%
Males2%
African Americann/a
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)10%
Economically disadvantaged3%
Not economically disadvantaged9%
Students with disability0%
Students with no reported disability6%
English learner4%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)0%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students25%
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
Not economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only27%
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 Students16%
Females13%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Not economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability19%
English learner0%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate20%
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 Students22%
Females16%
Males28%
African Americann/a
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)29%
Economically disadvantaged11%
Not economically disadvantaged29%
Students with disability8%
Students with no reported disability23%
English learner14%
Fluent-English proficient and English only22%
Migrant education0%
Gifted and talented66%
Parent education - not a high school graduate8%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)16%
Parent education - college graduate33%
Parent education - graduate school/post graduate49%
Parent education - declined to staten/a

Earth Science

All Students0%
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
Not economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students49%
Females52%
Males47%
African Americann/a
Asiann/a
Filipinon/a
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 disadvantaged32%
Not economically disadvantaged63%
Students with disability12%
Students with no reported disability52%
English learner0%
Fluent-English proficient and English only54%
Migrant education42%
Gifted and talented94%
Parent education - not a high school graduate25%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)44%
Parent education - college graduate72%
Parent education - graduate school/post graduate83%
Parent education - declined to state36%

Geometry

All Students36%
Females30%
Males42%
African Americann/a
Asiann/a
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)41%
Economically disadvantaged26%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability36%
English learner9%
Fluent-English proficient and English only37%
Migrant education21%
Gifted and talented73%
Parent education - not a high school graduate23%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)30%
Parent education - college graduate49%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

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
Not 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 Students47%
Females42%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged32%
Not economically disadvantaged58%
Students with disability20%
Students with no reported disability49%
English learner3%
Fluent-English proficient and English only51%
Migrant education32%
Gifted and talented90%
Parent education - not a high school graduate26%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)42%
Parent education - college graduate65%
Parent education - graduate school/post graduate88%
Parent education - declined to state27%

World History

All Students41%
Females34%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged22%
Not economically disadvantaged55%
Students with disability12%
Students with no reported disability43%
English learner7%
Fluent-English proficient and English only44%
Migrant education26%
Gifted and talented81%
Parent education - not a high school graduate18%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)35%
Parent education - college graduate59%
Parent education - graduate school/post graduate74%
Parent education - declined to state36%
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%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students11%
Females10%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged0%
Not economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented20%
Parent education - not a high school graduate0%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)15%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students62%
Females66%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged44%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate37%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)61%
Parent education - college graduate80%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Chemistry

All Students24%
Females17%
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)31%
Economically disadvantagedn/a
Not economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students9%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students56%
Females61%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged44%
Not economically disadvantaged64%
Students with disability12%
Students with no reported disability59%
English learner0%
Fluent-English proficient and English only58%
Migrant education29%
Gifted and talented91%
Parent education - not a high school graduate38%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)61%
Parent education - college graduate70%
Parent education - graduate school/post graduate79%
Parent education - declined to state53%

Geometry

All Students12%
Females7%
Males16%
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)22%
Economically disadvantaged9%
Not economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)10%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students41%
Females31%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged32%
Not economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate21%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)44%
Parent education - college graduate39%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

Physics

All Students39%
Females30%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged37%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate30%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)33%
Parent education - college graduate52%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

U.S. History

All Students52%
Females46%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged41%
Not economically disadvantaged58%
Students with disability17%
Students with no reported disability54%
English learner0%
Fluent-English proficient and English only53%
Migrant education24%
Gifted and talented76%
Parent education - not a high school graduate38%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)50%
Parent education - college graduate63%
Parent education - graduate school/post graduate72%
Parent education - declined to state59%

World History

All Students0%
Femalesn/a
Malesn/a
African Americann/a
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 disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
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.

438 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%

2011

 
 
78%

2010

 
 
85%
Math

The state average for Math was 84% in 2013.

440 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
83%

2010

 
 
82%
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 Students86%
Females87%
Males84%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state95%
Economically disadvantaged76%
Not economically disadvantaged93%
Economic Status Unknownn/a
Students with disability41%
Tested with modificationsn/a
English learner22%
Language Fluency Unknownn/a
Migrant education74%

Math

All Students86%
Females85%
Males86%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state90%
Economically disadvantaged79%
Not economically disadvantaged91%
Economic Status Unknownn/a
Students with disability38%
Tested with modificationsn/a
English learner44%
Language Fluency Unknownn/a
Migrant education63%
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 52%
White 40%
Two or more races 5%
American Indian/Alaska Native 1%
Asian 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 37%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

Students typically attend these schools prior to attending this school Redwood Middle School
American Canyon Middle School
Silverado Middle School
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 6%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
  • SLC Grant (2005)

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • French
  • German
  • Spanish
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:00
School end time
  • 3:00
School Leader's name
  • Mike Pearson
Fax number
  • (707) 253-3604

Programs

Foreign languages taught
  • French
  • German
  • Spanish
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Parent involvement
  • Academic booster club (psfo), athletic boosters, music boosters
More from this school
  • Principal's Letter, Winter 2007 Newsletter: Dear Vintage Families, During our opening School Site Council meeting in September, we continued our annual tradition of thoroughly reviewing Vintage’s strategic plan (called the “Single Plan for Student Achievement” by the California Department of Education). Vintage’s strategic plan contains five performance goals that are comprehensive, covering everything from specific targets in reading and math to professional development for teachers, from creating a safe culture on campus to ensuring that all students receive top-level preparation through our academic program. It’s our road map, and everything we’re doing at Vintage is in some way connected to this document. Many of the changes at Vintage over the past few years have been associated with performance goal #5: ensuring that all students receive top-level preparation through our academic program. In fact, Napa Valley Unified School District has made it clear to all district schools that it expects improvements in this area. Many of our Vintage families, however, have been very happy with the educational experiences their children have received over the years. For many of our very satisfied supporters, improving the academic program may not be as high a priority. Over the summer, however, the San Francisco Chronicle printed an interesting story. This story compared Bay Area school districts in the area of college preparation (commonly referred to as UC/CSU eligibility). Folks who read this article may have been a bit surprised to see that Napa Valley Unified ranked last among the districts listed, and fell far below the state average in this category. Napa Unified was listed as having 23% of its 2006-07 graduates meeting UC/CSU requirements, compared to many districts that reach 50% and beyond. Although this is not a well-known statistic, it led Napa Valley Unified School District in the spring of 2006 to pass a resolution to improve the entire K-12 academic program. Improving the overall academic program, however, is not something that can be done quickly or easily. At Vintage, we have made significant changes to our 9th grade program – raising the academic expectations, but also providing stronger support mechanisms to ensure that students are successful. Our first progress report for the 2007-08 school year indicates that these support programs (like our 9th grade houses) are working. The number of students with a “D” average or less (1.5 GPA) dropped by 10%. And this significant increase in student achievement has taken place in an atmosphere where students face a much more challenging academic program. As a school, we believed that our 9th graders could handle a more difficult load, and they have. But we still have more work to do. In an effort to better prepare our students for the future, Superintendent John Glaser is following the lead of other top California districts, proposing that NVUSD align its graduation requirements with the entrance requirements for the UC/CSU collegiate system. Even though NVUSD ranked at the bottom of the Chronicle’s list for college preparation, we believe that a few small changes to our academic program will help make our graduates more competitive both at the college level and in the workplace. In addition to aligning our graduation requirements with the UC/CSU system, Vintage is partnering with representatives from Napa Valley College to build a stronger alignment. Over 55% of our graduates begin their college years at NVC, yet far too many of them don’t complete their two or four year programs. A stronger connection between Vintage and our local junior college will help support success at the post-secondary level in a world that is constantly increasing its expectations for entry-level workers. But for Vintage and NVUSD to accomplish these goals, we need input and support from our community. In the weeks and months to come, there will be important discussions at Board meetings about increasing our academic expectations, as well as articles in the local paper, and I hope you will take the time to send me a note with your thoughts. Change is always a challenge in the field of education, but changes to the academic program go straight to the heart of our mission. The school, and the district, will need as much support as it can get to make the improvements needed for our students.
School leaders can update this information here.

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What are your chances?

Students typically come from these schools
Redwood Middle School
American Canyon Middle School
Silverado Middle School

Planning ahead

Students typically attend these schools after graduating
Napa Valley College
Notice an inaccuracy? Let us know!

1375 Trower Avenue
Napa, CA 94558
Website: Click here
Phone: (707) 253-3601

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