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Teacher quality
Principal leadership
Parent involvement
The teachers provide outstanding support to kids who are struggling if the kids are willing to put forth the effort. I have never seen the staff commitment at this level. Outstanding.
—Submitted by a parent
Tired of the games and conferences all the time. Has to be a better system around Norco.
—Submitted by a parent
Norco High school has great programs and is a comfortable environment where most students feel welcome :) I transfered here after one year at Ealanore Roosavelt and I am soo glad I switched. The only reason I have rated this school with four stars instead of five is because I find that there are a few teachers that do not care about student success or grades and are unwilling to help.
i am freshman 2015 class at Norco high, i start in varsity girls soccer, and am involved in FFA. Ive read all of these comments previous to me, and most of them are parents complaining about how they don't want to face that their children are screw ups. As a student who is highly involved in Norco, overall Norco is a good school, the security guards don't have favorites, the teachers only help students who are willing to work, and we have the higher class of people. the only way i could dis this school, is our chew problem. most teachers are aware and they do act against it, but some don't report it. i look forward to years and progression to come from norco high school. out of southern California, norco is one of the better ones.
i am a sophmore now at this school. i start varsity in football. i get no special treatment from security guards or teachers like some people think. i have to work just as hard, if not, harder then other students to keep my parents, coaches, and teachers happy. its a fun school. obviously we have some students that dont like the school or just dont care about school, but every school has some kids like that. norco high is one of the best schools in the CNUSD district. thankyou for reading this
—Submitted by a student
I have never seen a school where the teachers just don't care about their students. I have a junior who is struggling in class and the only response I receive from the resource counselor is I told you to put him in the special ed classes. Whatever happened to trying to determine the reason for the poor grades and finding the best result. I can't believe that they only want to put him in a slow class so that there is no additional interaction. Incidentally, the child brought home a progress report and the grades have all improved but one...maybe his problem is not a result of academics. Come to find out, it appears to be my sole responsiblity to fix his grades and learning. I am working towards removing this child from this school. No child should be met year after year with uncaring teachers. After all, we are all aware that the teachers do not enter this vocation because of the pay.
—Submitted by a parent
Admitted spoiled from quality public schools in another state but my experience with Norco High School has been extremely poor. Started with multiple trips to the registrars office where the most common responses were I am new or I don't know or not my problem should have gotten xyz in the mail which we did not. Once registered to get the parent connect setup correctly took weeks and finally when I reached out to my daughters teachers less than half emailed or called me back. Never dealt with a school ever who teachers and staff were so disorganized, lazy, and unable to get the job done. I idealogically believe in a public school system but never have seen or experienced such a low quality of one.
—Submitted by a parent
this school is the best school in cnusd! whether in sports or in books we seem to rock it! the security guards do not have favorites!!they are all very friendly and can see the (illegal) things happening in front of them. they seem like they have favorites but they dont! those kids just seem to be more friendlier than others and talk to the security gurads more.. the counselers are soo great and helpful as well as staff! youu just have to be willing to learn about academics not only ffa or ag stuff... :)
—Submitted by a student
Honestly, as a student here I've had some pretty great times with the FFA and stuff. But main problems are coming from the students. We're divied up into our cliques and ethnics. The school is WAY TO CROWDED! Waiting in line for lunch takes your entire break unless you are first in line. Alot of things get out of hand as in students using chew in class, and such on campus. Security chooses favorites and lets the students they know well do as they please. It's not very fair! FFA is a amazing thing to get into so try it!
—Submitted by a student
i love norco high school because it has a great environment and everyone is always so friendly
—Submitted by a student
I have a son that graduated in 08 and a daughter who is currently a sophomore. I really wish this school would get it's act together! Most of the faculty appear to be there to simply collect a paycheck. Security is seriously blind to the illegal activities in front of their faces. Unless your child is on a sports team or in the honors program...forget it. I am so disgusted with Norco High School. I am an involved parent whose kids do well academically, but god forbid they need help from a teacher or a guidance counselor. I could go on but will spare all.
—Submitted by a parent
i am student of norco high school and it's great school. this is my frist school in USA. but it's amazing school. Nice Owesome Romantic Cute Outstanding. school ever.
—Submitted by a student
As a parent and staff member at NHS I believe that there are unlimited opportunities for students. Education is what you put into it! We have students attending Harvard, Stanford, USC, Etc... (Not only athletes) so obviously if a student desires an education it is available. My suggestion to all parents who feel that their child is not in a positive environment is to visit other high school campuses. I have had children at 3 of the 5 comprehensive high schools in CNUSD and I am very happy with Norco High. As a staff member I feel completely safe on campus (day and night). The sense of community is awesome and I feel very connected to my students and parents. Are there problems at Norco High? As in ALL public high schools there are problems as well as students who are unwilling to learn and have no consequences for their actions.
—Submitted by a parent
Seeing how student reviews seem rare here, this will be a new thing. Norco High School isn't such a bad school but i can agree that the faculty and 'elder' involvement is less than average. Heh...I actually met a guy who worked at the school and he was able to point out his photo in a yearbook that was laying about outside the activities office...I thought that was sad. Most of the kids are extremely friendly but there are still those that don't care about education and openly express it which is definitely a big no for a teaching environment. Well that is all I have for now.
—Submitted by a student
Overall, this school has poor leadership. We've received very little information at home about events, goals, etc. We've had extensive communication with teachers, but their workload appears to be maxed out and they are unable to deal with discipline problems.
—Submitted by a parent
My daughter graduated in 2004 and is a senior at UCR and will graduate a year early. I attribute that to Norco High School teacher Kim Christopher -- she made a difference in my child's life by instructing in a way that kept the students interested. While attending NHS, my daughter took advantage of the AP and Honors classes and got college credit for passing the AP exams in four of them. I am thankful to the teachers, especially Ms. Christopher, who cared more about the students than administrative tasks- she made a difference. Get Involved parents - it is a great school. I also believe having my child involved in wrestling, swimming and band helped her to set priorities and manage her time, something she has needed in college.
—Submitted by Velma Hickey, a parent
My daughter is a Freshman this year at N.H.S. and so far I have been involved in a variety of events and issues that have resulted in our disappointment with the school's leadership from the Principal and a couple of 'veteran' Custodian/Security people. The Parent/Teacher communications have been great. I feel the students would have better chances for success if they were able to rely on their Principal and other Staff when needed.
—Submitted by Tracy, a parent
Academics seem to be fine. My daughter is bored and needs harder classes but heaven forbid she get her schedule changed. Music, art, and sports, along with the rest of it is fabulous. The kids have plenty they can get involved in. I am very involved in in all my other childrens schools, including the P.T.A. board. This school has never once sent a parent helper flyer home.
—Submitted by Katie, a parent
My son attended Norco High in 2004 and had a great time. He was in a few clubs and they kept his interest. The teachers cared about the students.
—Submitted by a parent
I was a student at Norco High and I have currently moved. I really enjoyed going to school in Norco for one reason...Choir. Choir at Norco High was the best experience for me. Mr Giorgetti (the teacher) has an amazing ability to connect with students and create an amazing choir. Every year the choir seemed to get better and better. Other than choir I really enjoyed my math and language arts classes. My teachers were amazing. I really sincerely miss going to Norco High.
—Submitted by Allie Valenzuela, a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
607 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
571 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.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
228 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.
19 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
338 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
545 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
203 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
551 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
592 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.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
145 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
436 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
83 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.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
480 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 21% |
| Females | 21% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 23% |
| Students with disability | 8% |
| Students with no reported disability | 22% |
| English learner | 10% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 20% |
| Parent education - declined to state | 25% |
| All Students | 75% |
| Females | 69% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| 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 | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 55% |
| Males | 60% |
| African American | 46% |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 67% |
| Students with disability | 10% |
| Students with no reported disability | 64% |
| English learner | 15% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 35% |
| All Students | 30% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| 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) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| 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 | 64% |
| Females | 65% |
| Males | 62% |
| African American | 83% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| 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) | 71% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 72% |
| Students with disability | 16% |
| Students with no reported disability | 65% |
| English learner | 9% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 30% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 41% |
| Males | 52% |
| African American | n/a |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 54% |
| 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 | 14% |
| Females | n/a |
| Males | 17% |
| 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 | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| 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 | 14% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 20% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 30% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 41% |
| 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 | 52% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 48% |
| Males | 63% |
| 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 |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 58% |
| Males | 73% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 38% |
| Males | 49% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 53% |
| Students with disability | 22% |
| Students with no reported disability | 50% |
| English learner | 8% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 62% |
| Males | 51% |
| African American | 48% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | 38% |
| Students with no reported disability | 57% |
| English learner | 5% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 13% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 61% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 80% |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 52% |
| Males | 61% |
| African American | 41% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| 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 | 45% |
| Non-economically disadvantaged | 65% |
| Students with disability | 36% |
| Students with no reported disability | 57% |
| English learner | 0% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 42% |
| Males | 56% |
| African American | 50% |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 58% |
| Students with disability | 16% |
| Students with no reported disability | 54% |
| English learner | 6% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 69% |
| 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 | 13% |
| Females | 12% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 6% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 10% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 55% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 56% |
| Students with disability | 6% |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 42% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 46% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 56% |
| Students with disability | 27% |
| Students with no reported disability | 57% |
| English learner | 25% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 62% |
| Males | 51% |
| African American | 67% |
| Asian | 63% |
| Filipino | n/a |
| 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) | 62% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 62% |
| Students with disability | 33% |
| Students with no reported disability | 58% |
| English learner | 8% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 8% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 35% |
| Males | 40% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 46% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 50% |
| Males | 55% |
| African American | 65% |
| Asian | 63% |
| Filipino | n/a |
| 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) | 53% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 57% |
| Students with disability | 20% |
| Students with no reported disability | 57% |
| English learner | 11% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| 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 | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - 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.
590 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
588 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 | 88% |
| Females | 91% |
| Males | 87% |
| African American | 93% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Declined to state | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | n/a |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 39% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 88% |
| Females | 91% |
| Males | 87% |
| African American | 90% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | 30% |
| Tested with modifications | n/a |
| English learner | 48% |
| 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
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 | 36% | 49% | ||
| African American | 2% | 7% | ||
| Asian | 2% | 8% | ||
| Multiple or No Response | 2% | 3% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 33% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Korean | 2% | 1% | ||
| Dutch | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Academic awards received in the past 3 years |
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| Bi-lingual or language immersion programs offered |
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| Foreign languages taught |
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| School start time |
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| School end time |
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| School Leader's name |
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| Fax number |
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| Bi-lingual or language immersion programs offered Don't understand these terms? |
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| Specialized programs for specific types of special education students |
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| Boys sports |
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Tips for understanding school culture
| Dress Code |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
2065 Temescal Avenue
Norco,
CA 92860
Website: Click here
Phone: (951) 736-3241
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