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Teacher quality
Principal leadership
Parent involvement
Like anything in life, academics, athletics and artistic excellence needs to be balanced for our students. At Hart High School - the general attitude, however, is one that caters to 'fun' and underachievement. If you are a self motivated student, you will excel in spite of this attitude but you will not be pressed to push yourself. There is a good deal of talk by the administration and teachers, of college prep. and tough classes, and some requirements in some classes are more challenging than others. However, and again, the student that excels does so mostly by their own initiative. Additionally, there is a good deal of hypocrisy between what is demanded of the students & how the teachers conduct themselves. Lost papers, projects, missed deadlines - changed deadlines, inconsistent grading and the like are the norm with a number of TEACHERS.
—Submitted by a parent
Depends on the teachers you get. I had a really bad geometry teacher last semester and almost everyone failed. My geom teacher this semester is amazing. It really depends on the teachers you get and how motivated you are to learn. Security is low and there are a lot of gang bangers and kids who are only there cause it's the law. Teachers mainly do nothing about student disruptions. I do not feel safe at this school and am transferring to a different high school next school year.
—Submitted by a student
Excellent AP program with very capable and motivated instructors
—Submitted by a parent
Hart High is like any other high school. There is great oppurtunities for the ones who are seeking them. FOr the ones who just dont care, too bad.
—Submitted by a student
This school has more AP classes than any other locally and more students passing AP exams. Remodeling is starting this year. Extracurriculars are superb.
—Submitted by a parent
I have a son with ADHD,I believe the special ed classes just want to push them thru and not deal with having them truly learn.The only time that you know if your child is not up to par is when it's too late.My youngest has been pushed around by the wanna be gang bangers.Teachers have a biased political view.I also wonder why there is a young democrats club and not one for republicans.The pledge of allegiance is recited maybe twice a week.
—Submitted by DALE G, a parent
This school is absolutely one of the most prestigious schools academically and athletically. I adore this school and staff. The staff is motivated to its students 100 percent. They respect the students and take it out of there own time to help students. I went here and enjoyed it so much and cant believe its over because teacher have become friends and are really great people that I adore and respect. Learned so much, which helped me in college at a UCLA. I graduated in 2006 and feel prepared to embark on any challenge thanks to the staff, students, and alumni of the prestigious and great Hart High School.
—Submitted by a former student
Hart High School is the worst possible school out there. The classes (even the honors) aren't challenging. All they care about is their football team.
—Submitted by a parent
Hart is full of heart! This school has been amazing to me and to my fellow students these past 4 memorable, touching, and unforgettable years. I love this school with my heart. I wasn t apart of sports but joined many clubs that made me amazed and part of hart! From the first day of school mr. Fuller told us these four years go fast and to join clubs and meet people. Every teacher I ever had always put extra time to help those who were struggling...And needed the extra help. Mr. Fuller door was open to all students. I did not only make so many good friends but faculty. They are now apart of me (librarians, teachers. Thank you hart for the memories! Class of 2006!
—Submitted by a student
Upper level classes (honors and AP) are very challenging and highly looked upon by colleges. My daughter is a gifted student is still very challenged in these classes.
—Submitted by a parent
Great extracurricular activities, parents very involved. Many opportunities for students to take AP classes
—Submitted by a parent
This school has a very good sports program and good after school tutoring for the students. There are many clubs for the students to participate in. I have been disapopinted with the educational level, however, as my daughter has not significantly improved while attending this school. The school does a poor job of preparing their students for college. Security is also an issue for the students.
—Submitted by a parent
This school primaraly excells in athletics, however they do take the time to meet standrards. They offer many AP and Honors programs to the students at every grade level, unlike other schools in the district.
—Submitted by a parent
The academic programs are excellent and there are many extracurricular activities to choose from. Too many parents are in denial, too busy with their lives or condoning this behavior. It's not the school that should be addressing these problems, but the parents. I do not see the parent involvement (other than the same ones year after year) like others see it. The monthly parent meeting confirm this.
—Submitted by a parent
Lots of low performing students who disrupt classes without any penalty. Parents blame school for the heavy drug and alcohol use. Lots of partying going on, not much learning.
—Submitted by a parent
My son is only in the 9th grade it seems like a great school with lots of spirit
—Submitted by a parent
Academics seems about average. All the classes I took were challenging and fun. Arts program was very satisfying. Excellent music and sports program. Among the best schools in the region in almost every sport. High rate of students receiving athletic scholarships for universities. Parent involvment high.
—Submitted by a former student
One son graduated and other son is in 10th. Each are having very different experiences at Hart High School. I consider Hart a quality school with caring teachers and administrators. This school district strongly encourages academic and extra-curricular involvement by the students. Parent involvement is very strong.
—Submitted by a parent
This is a good school if you like large schools with a lot of ethnic diversity. Average child is low performing, gets lost in the shuffle. AP classes are the only way to get a good education. Lots of drugs and alcohol. Parent interest is to blame the school for this, not take any responsibility.
—Submitted by a parent
What a wonderful school. Mr. Fuller is so willing to work with the parents and listen to what they have to say. The swim team is like on other. Coach Neale has the biggest heart and truly cares about his swimmers.
—Submitted by Lisa Brewster, 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 25% in 2012.
215 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
36 students were tested at this school 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.
390 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
495 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.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
156 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.
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.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
455 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
488 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
147 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.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
494 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
513 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.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
505 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
119 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.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
538 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 36% |
| Females | 37% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 34% |
| Students with disability | 13% |
| Students with no reported disability | 38% |
| English learner | 22% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 30% |
| Parent education - declined to state | 35% |
| All Students | 78% |
| Females | 85% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| 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 | 86% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 64% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 59% |
| Males | 67% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| 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) | 80% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 74% |
| Students with disability | 29% |
| Students with no reported disability | 68% |
| English learner | 25% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 43% |
| All Students | 75% |
| Females | 78% |
| Males | 72% |
| African American | n/a |
| Asian | 82% |
| Filipino | 91% |
| Hispanic or Latino | 60% |
| 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) | 86% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 83% |
| Students with disability | 46% |
| Students with no reported disability | 76% |
| English learner | 23% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 51% |
| All Students | 24% |
| Females | 14% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 27% |
| Students with disability | 3% |
| Students with no reported disability | 33% |
| English learner | 16% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 71% |
| Females | 68% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 79% |
| 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 |
| 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 |
| 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 | 16% |
| Females | 11% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 15% |
| Students with disability | 9% |
| Students with no reported disability | 17% |
| English learner | 4% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 57% |
| Males | 65% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 65% |
| Males | 61% |
| African American | n/a |
| Asian | 89% |
| Filipino | 55% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 72% |
| Students with disability | 17% |
| Students with no reported disability | 67% |
| English learner | 14% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 28% |
| All Students | 45% |
| Females | n/a |
| Males | 38% |
| 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) | 40% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| 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 | 34% |
| 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 | 69% |
| Females | 75% |
| Males | 64% |
| African American | 45% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 78% |
| Students with disability | 25% |
| Students with no reported disability | 71% |
| English learner | 10% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 35% |
| All Students | 37% |
| Females | 24% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| 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 | 91% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 70% |
| Males | 68% |
| African American | 55% |
| Asian | 91% |
| Filipino | 73% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 78% |
| Students with disability | 31% |
| Students with no reported disability | 71% |
| English learner | 9% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 30% |
| All Students | 55% |
| Females | 46% |
| Males | 62% |
| African American | 45% |
| Asian | 65% |
| Filipino | 58% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 64% |
| Students with disability | 16% |
| Students with no reported disability | 59% |
| English learner | 12% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 80% |
| 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 | 11% |
| Females | n/a |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| 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 | 19% |
| Females | 18% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 65% |
| Males | 67% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | 25% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 40% |
| All Students | 42% |
| Females | 37% |
| Males | 48% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| 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) | 30% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 35% |
| 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 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 | 67% |
| Females | 72% |
| Males | 62% |
| African American | 69% |
| Asian | 79% |
| Filipino | 77% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 75% |
| Students with disability | 43% |
| Students with no reported disability | 68% |
| English learner | 7% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 39% |
| All Students | 9% |
| Females | 2% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 3% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 64% |
| Males | 69% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 78% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 67% |
| African American | 57% |
| Asian | 83% |
| Filipino | 92% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 73% |
| Students with disability | 18% |
| Students with no reported disability | 73% |
| English learner | 18% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 52% |
| 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 - 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.
513 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
513 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 | 91% |
| Females | 95% |
| Males | 88% |
| African American | n/a |
| Asian | 91% |
| Filipino | 75% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 88% |
| Students with disability | 51% |
| Tested with modifications | n/a |
| English learner | 57% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 90% |
| Females | 92% |
| Males | 89% |
| African American | n/a |
| Asian | 91% |
| Filipino | 100% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 100% |
| Students with disability | 50% |
| Tested with modifications | n/a |
| English learner | 63% |
| 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 | ||
|---|---|---|---|---|
| White | 56% | 28% | ||
| Hispanic or Latino | 33% | 49% | ||
| Asian | 5% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 13% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Korean | 3% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Bengali | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Russian | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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24825 North Newhall Avenue
Newhall,
CA 91321
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Phone: (661) 259-7575
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