Advertisement

GreatSchools Rating

Oakland School for the Arts

Charter | 6-12 | 503 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 4 ratings
2011:
Based on 7 ratings
2010:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

55 reviews of this school


Sort by:
Show reviews by:
Posted December 29, 2008

I am aware that OSA has had some trouble in the past, but as a new family this year, those days seem far behind. We couldn't be happier in this school. The teachers and administrators are amazingly dedicated and the diverse student body creates such a rich climate. Our high-achieving kids are being challenged and offered special activities to enrich their education. We really couldn t ask for more in a school, and are happy to have found it before the relocation to the new Fox since I m sure it will be much harder to gain acceptance in the future!
—Submitted by a parent


Posted October 9, 2008

This school an average because I have already experienced (please don't take offense to what I say, it's how I feel) a mediocre attitude (as most in Northern Cal) towards an artist career. What I mean is, that if your kid is an artist, I'm sure most of them would love to persue it out of school too. I know mine does. Especially since OSA has no cheerleading, sports. Mine is an actor & being one, you have to audition & work (to keep training) and that means on school days too. But the Dir of Student Affairs doesn't seem to realize that. It seems that the fear is that an absence there is a loss of money. If that is so, why do professional sets have studio teachers. Studio teachers are in place to ensure a child is keeping up w/ school & credit the students. Just a thought.
—Submitted by a parent


Posted October 9, 2008

I have a sixth grader at this school. Yes, it's the first year. And so for so good. My child loves this school ever since she knew of it. As a child who dreams and at the sametime strives to be a performer, feels really benefited and grateful to even have been accepted at this school. My child has come to me on many occassions to tell me how great and accepting every student seems to be. Which is something my child did not have at the previous public school my child attended. As a parent, so far it's been okay for me. I have noticed that there is a small lack of organization. But I suspect that will be all worked out when the school moves.
—Submitted by a parent


Posted September 1, 2008

I have had two sons attending OSA for the past 4 years. It has been quite rocky in the past with bad Leadership qualities, but I'm SO happy with our new head of school. Plus, it obviously trickles down to the teachers as there is no turnover this year. The kids are happy at this school as they get to practice the things they love on a daily basis. This is a school where as a parent you don't have to worry about the safety of your children. We are so lucky to have a school like this in Oakland. If you have an artistic child,BRING THEM HERE!
—Submitted by a parent


Posted August 28, 2008

I am a 11th grade student who would've been attending her 3rd year at OSA, but sadly I was obligated to pull out. And when I say sadly I mean extremely sadly. I met my family there, all of the students are extremely accepting and I love all of whom I am happy to call my friends. Sure there is a history of high teacher turn-over, but ALL of the academic teachers from lat year are still loyally teaching there. Honors and AP classes are beginning to make an appearance, and they are going to be moving into the FOX THEATRE! I really can't see how this school can go anywhere but up and I will bed doing my bet to return.
—Submitted by a student


Posted June 24, 2008

sure this school isn't for everyone but after 9 years of a so-called racially diverse 'Inner city' private school.. we were so ready for this experience. My daughter has loved this place since she first laid eyes on it. it's real.. and real can be really scary for some. Don't be scared your kid will love it. performances whether my kid is dancing or not I am moved to tears
—Submitted by a parent


Posted February 24, 2008

I have been going to osa since i was in sixth grade im now in eighth grade. I feel that yes the administration is rocky but it is going to be with all the changes that keep happening. Like the languege classes i have had 7 different teachers in the past three years. 3 Differnt visual arts emphasis and 2 different directors. But i feel that the school is at rock bottom as organization goes but it has the best star test results in all of oakland and i feel if you are afraid of alittle instability then dont go there. You could just go some were else and have your kid be a below average student or go to osa and have your kid learn in a fun invironment were you will find so much spirit in the teachers your student will want to and will learn.
—Submitted by a student


Posted December 13, 2007

Incredibly dedicated teahers. Wonderful exposure through the school to Jazz and R&B superstars; a very safe campus; Dynamic kids. A celebration of diversity.
—Submitted by a parent


Posted December 10, 2007

I am freshman at OSA and i have been going there since 7th grade. I have seen so many teachers and admin changed! We have recently changed to our 4th director. I feel lucky to go this school whenever I go to performance because they rock but otherwise I am embarrassed and dissappointed. The seniors and alumni are not comforting and I have gotten mixed messeges. Overall, OSA is a good school if you are passionate about what you do but many kids arent and it definately shows. I think the faculty could be a lot more organized or at least make it so the chaos is not so obvious.
—Submitted by a student


Posted September 27, 2007

Where else in Oakland are you going to get an extensive arts program. Especially MUSIC! DANCE! THEATRE! VISUAL ARTS! If you are truly interested in these courses and cannot afford private school, then this IS the school. If your child is not self-motivated, this may not be the school for you. All schools have complaints about administration and teachers. Have you been to any Oakland Unified School District Meetings lately? My daughter is a 7th grader and she loves it? In part because the arts emphasis makes school fun. It makes going to school fun. It makes going to math, english and history fun. What great memories you can create for your child. School was FUN! Learning is FUN! Academics improve when a child wants to come to school. With the new director, things are looking up.
—Submitted by a parent


Posted August 15, 2007

Since Jerry Brown has left the school has been in a downward spiral. The behavior of the students is uncontrolled. The dress code is unenforced. The parent are not kept informed and even though the administration asks for help there is a feeling of 'stay out' that exists.
—Submitted by a parent


Posted August 1, 2007

My 7th grade daughter has completed one year at the school. Having read every other review posted at this point, I agree with comments about the administration not being open or communicative with parents and students. I am actually a fairly involved parent--go to meetings, on committees,etc.-- and still feel 'on the fringe' at times. However, I believe positive change is on the horizon. Because the student community is very supportive, and the academics are decent, my child is continuing. With more administrative communication, and more students being given the chance to perform (I will say the same kids tend to get the lead roles and vocals) the school will end up being first class. So, if you want to get in at the ground level and help develop it--this is the school for your family.
—Submitted by a parent


Posted May 4, 2007

I am a sophmore in the Visual Arts emphsis, and I have, for the most part, been enjoying my time here! I have met some wonderul people and have been getting a good education. Students who are self-motivated will go well here, because there is not always enough communication between the admin. and the students. Teacher turnover rate is high, especially in the Romance Languages department. Discipline is good; not very many fights at all! This is a great school for teens who don't feel safe in a 'normal' high school, especially teens who are LGBT. There is a wonderful accepting atmosphere for diversity. OSA is still a new school, and is going through 'growing pains', so students must be flexible and be willing to change (I have Obsessive Compulsive Disorder; this is a little difficult for me). Commute is fairly convenient, very close to 19th st. BART.
—Submitted by Kathryn Bruce, a student


Posted May 4, 2007

I am a student at OSA, and even though I am some what unhappy with the way the school is being run, and many students have left because of the academics and the administration, I like being an OSA student. I know that I would never get an art education like this at a regular high school, and I feel I can be myself with out having to worry about not being accepted. The student body is a family and we help each other out, the teachers are right there with us, and many of us have found a way to work with the problems we face, and isn't that what life is? Making the problems work? We aren't just being schooled so we can go to college, we are learning how to live in this world.
—Submitted by a student


Posted February 27, 2007

I graduated from Oakland School for the Arts in the spring of 2006 and I am now attending Columbia University in New York City. While it is true that OSA has gone through some growing pains over the last five years, I would never have gone anywhere else. That being said, OSA is not a school for everyone. Students that thrive there are self-motivated, curious, and flexible. Because OSA is not quite settled it is important that students are willing to work as part of a team, rather than taking a self-centered outlook on their education. While this is hard for some people to understand,the benefits of being a productive and positive participant in the success of the school as a whole give students skills that prepare them for their future and give them a strong sense of community and family within the school.
—Submitted by a former student


Posted October 25, 2006

Horrible administration. They are probably only worried about filling the quota and retaining them to look good.
—Submitted by a teacher


Posted October 24, 2006

Pulled my son out after one year in eighth grade. Horrible administrators! Would not recommend school unless entire overhaul of administration is done.
—Submitted by a parent


Posted October 18, 2006

The academics are terrible, there is no communication between anyone and the administration is ridiculous. It is sad to see comments from children whose parents listened and removed their children from this school.
—Submitted by a parent


Posted September 19, 2006

My daughter graduated in the first class of 2006 from Oakland School For the Arts. We will be eternally grateful for the opportunities she was given, the education she received and the care she got from the administration and staff. No high school is perfect, and a new one has a straight uphill challenge to establish itself. This school was exceptional for our family. Our seniors were accepted to the full range of colleges from east coast Ivy League to arts academies to universities and community colleges, many receiving scholarships. Our students were seen as interesting, accomplished in their art, capable of interacting with adults effectively, and with goals and aspirations. Believe me when I tell you that this is not the typical case in college admissions! This special school and its students deserve as much support as parents can give. It is not a typical school and it produces greatness.
—Submitted by a parent


Posted August 26, 2006

This school isn't managed very well.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

823

Change from
2011 to 2012

+37

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

823

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+37

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

7 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 59% in 2012.

87 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
68%

2010

 
 
71%

2009

 
 
65%
Math

The state average for Math was 55% in 2012.

87 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
46%

2010

 
 
57%

2009

 
 
23%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

12 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
100%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

88 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
70%

2010

 
 
75%

2009

 
 
51%
Math

The state average for Math was 52% in 2012.

75 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
44%

2010

 
 
38%

2009

 
 
32%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

47 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
61%

2010

 
 
48%

2009

 
 
32%
English Language Arts

The state average for English Language Arts was 59% in 2012.

90 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
76%

2010

 
 
56%

2009

 
 
52%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

27 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
35%

2010

 
 
29%

2009

 
 
29%
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

89 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
82%

2010

 
 
48%

2009

 
 
33%
Science

The state average for Science was 66% in 2012.

90 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
79%

2010

 
 
56%

2009

 
 
56%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

44 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
10%

2010

 
 
29%

2009

 
 
35%
Algebra II

The state average for Algebra II was 69% in 2012.

28 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
27%

2010

 
 
4%

2009

 
 
0%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

91 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
41%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

98 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
67%

2010

 
 
54%

2009

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

22 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
n/a

2010

 
 
22%

2009

 
 
5%
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
7%

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

12 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%

2009

 
 
8%
Algebra II

The state average for Algebra II was 42% in 2012.

38 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
8%

2010

 
 
0%

2009

 
 
0%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

72 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
50%

2010

 
 
38%

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

79 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
54%

2010

 
 
50%

2009

 
 
57%
Geometry

The state average for Geometry was 17% in 2012.

22 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
45%

2010

 
 
23%

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

78 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
59%

2010

 
 
45%

2009

 
 
38%
World History

The state average for World History was 46% in 2012.

77 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
55%

2010

 
 
40%

2009

 
 
47%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

17 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

67 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
17%

2010

 
 
14%

2009

 
 
6%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

74 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
54%

2010

 
 
51%

2009

 
 
51%
Geometry

The state average for Geometry was 9% in 2012.

33 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
9%

2010

 
 
0%

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

17 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
14%

2010

 
 
0%

2009

 
 
0%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

The state average for U.S. History was 48% in 2012.

68 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
46%

2010

 
 
39%

2009

 
 
45%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students89%
Females89%
Males86%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
White (not Hispanic)93%
Economically disadvantaged71%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students66%
Females62%
Males81%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
White (not Hispanic)73%
Economically disadvantaged43%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate40%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students92%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with no reported disability92%
Fluent-English proficient and English only92%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students80%
Females81%
Males77%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino81%
White (not Hispanic)93%
Economically disadvantaged80%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students44%
Females41%
Males50%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino42%
White (not Hispanic)70%
Economically disadvantaged21%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)28%
Parent education - college graduate32%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students68%
Females75%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate69%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

English Language Arts

All Students75%
Females86%
Males40%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate81%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students26%
Females35%
Malesn/a
African American15%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only26%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students80%
Females88%
Males50%
African American65%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)89%
Economically disadvantaged64%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate86%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Science

All Students82%
Females90%
Males55%
African American74%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)90%
Economically disadvantaged73%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate90%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students33%
Females27%
Males41%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)27%
Economically disadvantagedn/a
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate30%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Algebra II

All Students60%
Females63%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged63%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate67%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Biology/Life Sciences

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

Earth Science

All Students73%
Females66%
Males85%
African American52%
Asiann/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
White (not Hispanic)92%
Economically disadvantaged47%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only73%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate68%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

English Language Arts

All Students83%
Females79%
Males89%
African American77%
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
White (not Hispanic)96%
Economically disadvantaged81%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate84%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students14%
Females12%
Malesn/a
African Americann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only14%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

Algebra I

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students3%
Females0%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate6%
Parent education - declined to staten/a

Biology/Life Sciences

All Students63%
Females69%
Males48%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only63%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate60%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Chemistry

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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students71%
Females80%
Males50%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only71%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate63%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Geometry

All Students47%
Females50%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Studentsn/a
Femalesn/a
Malesn/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students59%
Females64%
Males48%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)75%
Economically disadvantagedn/a
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)42%
Parent education - college graduate58%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

World History

All Students70%
Females75%
Males58%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
White (not Hispanic)84%
Economically disadvantaged64%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only71%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduate63%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a

Algebra II

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students4%
Females3%
Males7%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only4%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)5%
Parent education - college graduate4%
Parent education - graduate school/post graduate7%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students51%
Females57%
Males43%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only52%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)43%
Parent education - college graduate61%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Geometry

All Students3%
Females0%
Males7%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students24%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students51%
Females56%
Males45%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only52%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate54%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

79 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
87%

2010

 
 
90%

2009

 
 
90%
Math

The state average for Math was 84% in 2012.

73 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
84%

2010

 
 
79%

2009

 
 
82%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students94%
Females96%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to state95%
Economically disadvantaged100%
Non-economically disadvantaged93%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a

Math

All Students95%
Females96%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to state97%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
African American 45% 7%
Multiple or No Response 30% 3%
White 13% 28%
Hispanic or Latino 8% 49%
Asian 2% 8%
Filipino 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 11%N/A24%
Students eligible for free or reduced-price lunch program 233%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Average class size

  This school District averageState average
Average class size 19N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 60%N/A96%
Emergency credential or waiver 31%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

530 18th Street
Oakland, CA 94612
Website: Click here
Phone: (510) 873-8800

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare
ADVERTISEMENT