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Oakland Military Institute, College Preparatory Academy

Charter | 6-12 | 608 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 7 ratings

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39 reviews of this school


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Posted April 10, 2014

This school seems to lack the quality of education i saw the first time i heard about this school. It has become worse than where it started from. Children are just not happy being at this school because their best interests is not the focus anymore. I attend a parent advisory council meeting to find out what's going on with the school year...I was so disappointed with the lack of organization and lack of respect for anyone speaking. it's a real shame they lost a great superintendent that though about the wellness of the children to one that wants to discipline and take things away from the kids like wearing gloves and scarves on a cold morning. Teachers lack the personal touch of education and and not it's all about money when it comes to the Mandatory parent hours quota. they need to find someone to put them back on track for the children's sake There was no point in attending another PAC meeting because they simply didn't care for anything but themselves.
—Submitted by a parent


Posted October 14, 2013

This is an amazing school. I feel the structure is what a lot of kids want and need. This school serves children from a variety of socio/economic backgrounds. However, this school is not for every child and family. One of the great things about this school is that it is Free.


Posted September 10, 2013

My school can improve by having bigger lunch proportions and a bigger selection of breakfast and lunch. Also, they have to be more Lenient especially towards students that do well academically.


Posted August 13, 2013

Where to start? OMI is an amazing school. They teach the whole child. They expect a lot and help each child achieve success. I know that my sons are doing well because of the amazing people at this school. I can't thank the wonderful people at OMI enough.
—Submitted by a parent


Posted August 12, 2012

I love this school, they are very detailed and child oriented. They have the kids best inrerst in mind. I really love the fact that there is no off campus lunch so kids have less time to get into trouble, and focus on education. Great teachers, great staff, and very well prepared to teach the kids for college and the real world. The uniforms is a plus and a pocket saver on school clothes.If there is kids who are struggling in public schools I recommend this school, it fixed my kids up and I dont regret sending them there.
—Submitted by a parent


Posted August 7, 2012

My 2 sons couldn't be more different if they tried and for the life of me I don't know what kind of child does well at OMI. The one thing I did take note of is the demographic of OMI. Although I still believe it to be a great school I guess my children aren't great for it.
—Submitted by a parent


Posted April 23, 2012

If you are looking for a safe school for your children this is it. No longer do I worry about whether or not my child is on campus or supervised. They are! And not just supervised, but involved. The teachers are courteous, thorough with their assignments and are always available even when I just stop in unannounced. The Superintendent himself is located on the campus and has twice made time to meet with us an answer questions about uniforms and permission slips when nobody else was around. The after school staff takes the time to let me know how my child did on their homework that day. It is clear that while the military aspect has changed quite a bit from last year and is a bit mismanaged from the top down, I am glad my child is still receiving the education we were looking for. I recommend this school to any parent who wants their child who wants to go to college.
—Submitted by a parent


Posted April 23, 2012

If you are looking for a safe school in Oakland for your children this is it. No longer do we worry about whether or not our children are on campus or being supervised. They are! And not just supervised but involved. The teachers are courteous, thorough with their homework assignments an are always available even when we come in after school. The Superintendent himself is actually located on the campus and always make time to meet with us to answer questions about uniforms and permission slips when nobody else is around. He knows the students by name and ours feel they can go to him for anything. Even the after school staff take the time to let us know how they did on their homework that day too. The military management has changed a lot since last year and more inconsistent than we were used to but the company sargents who do work with the students are dependable. I'm glad our children are still receiving the attention and education from the school that we were looking for. We recommend this school to any parents who want their children to be well cared for while preparing for college.
—Submitted by a parent


Posted October 21, 2011

If you want your child to experience real dedication to excellence this is your school. I have been part of the OMI family for seven years and have seen it grow into an amazing institution. The school readies young adults for college by emphasizing discipline, respect and dedication. The staff is truly committed in helping to raise responsible and caring people. There is more support staff than I have seen at any other middle / high school in my life and they all play valuable rolls in the children's daily lives. I encourage any parent serious about their child's successful future to consider OMI as your families choice.
—Submitted by a teacher


Posted September 9, 2011

I am very happy to have found the school that has made a difference.. The Oakland Military Institute. Not only are they a college prep academy, but the faculty and staff have proven to every student that they have a devoted interest in their future. It's an extraordinary school that allows our children to benefit from highly educated, professional members. My son has learned to take full responsibility for his actions, he is growing up to be a respectful young man. A special thanks to the Admissions officer, MAJ Wells, for the opportunity. The school tour was incredible and he was able to answer all my questions and explain any doubts I had. My son refers to him as being an astonishing person, who helps people equally. The dean of students, Miss Frost, gets five stars! If it was not for her, I would know very little. She truly cares about her kids! Her dedication and consistency proves it. We admire and respect the faculty and staff at OMI. They are all great!!! THANK YOU.....OMI !!!
—Submitted by a parent


Posted September 8, 2011

MY SON IS BEGINNING HIS SECOND YEAR AT OMI. WE BOTH KNOW HOW LUCKY WE ARE TO HAVE FOUND OMI. WHAT WE LEARNED QUICKLY WAS THAT OMI OFFERS A PROGRAM THAT REFUSES TO ALLOW THEIR STUDENTS TO FAIL. THEY OFFER CLEAR EXPECTATIONS OF EACH INDIVIDUAL (STUDENTS, PARENTS, AND STAFF). OMI DOESN T JUST DICTATE EXPECTATIONS. WHEN YOU WALK THROUGH THE HALLS YOU ARE IMMEDIATELY AWARE THAT YOU ARE A VALUED PART OF THIS COMMUNITY. EACH INDIVIDUAL FROM THE HIGHEST LEVEL OF ADMINISTRATION TO THE YOUNGEST STUDENT, EVERYONE IS TREATED WITH THE SAME LEVEL OF RESPECT. ADMINISTRATION AND STAFF WALK THE WALK NOT JUST TALK THE TALK AND THE RESULTS ARE AMAZING!!! THEY ARE CONSISTENT AND THEIR GOAL IS NOT ONLY TO EDUCATE BUT INSTILL INTEGRITY AND BUILD CHARACTER. THEY PROVIDE THE SUPPORT AND RESOURCES REQUIRED FOR EACH STUDENT TO BE CONFIDENT, SUCCESSFUL, INDEPENDENT, RESPONSIBLE AND RESPECTFUL YOUNG INDIVIDUALS PREPARED TO GO ON TO COLLEGE...LIFE!!
—Submitted by a parent


Posted September 3, 2011

My son enrolled at OMI last year for sixth grade. He is a very bright son that we adopted just 3 years previously from South America. He had a very difficult time in oth schools, and never attended the same school years in a row. Everyone at OMI, from the admissions officer, to the principal, dean and superintendent have done everything in their power to help our son succeed. I have never seen a school with staff and administration so dedicated to students' success. I hope to see my son graduate OMI and go on to a high quality college like 80% of their graduates.
—Submitted by a parent


Posted September 2, 2011

We enrolled our son in OMI at the beginning of his junior year because as smart as he is, it was not displayed in his grades. Within 2 - 3 months we started seeing a remarkable improvement in our son: he was happy, his grades were improving, and we didn't have to 'beg' him to do his homework. When we asked him why the big change, he told us "because I can tell the teachers at OMI really care." That was a HUGE testament coming from a 16 year old student and we see it every day when we pick him up; there are so many teachers still at the school at 6 and 7 pm in the evening!! Not only are the teachers dedicated but the administrative staff is also awesome. If I forget to complete a form, my son's counselor will contact me to remind me of deadlines. She's helping us understand the college process. The one-on-one contact with the OMI staff always amaze us. Our only regret is that we discovered OMI so late, we wished we had discovered this school when our son was in middle school. We are 100% confident that he would be far more advanced than he is today. OMI faculty and staff, thanks for EVERYTHING that you do to develop our Oakland children!!!
—Submitted by a parent


Posted September 2, 2011

I transfered my son to OMI for high school because he was having a little difficulty in the public/large classroom setting. He is now in his Sr. year and I must say had I kept him in a regular public school, I do not believe he would be graduating with the 2012 class. The teachers and staff and OMI are wonderful! The REALLY care about the kids' success and it shows in my sons renewed commitment and dedication. I developed a relationship with all of his teachers and office staff and it just feel like a small family. It's nice to know that the teachers and staff also care. My son has attended OMI for 4-years and will be graduating this year (2012) and I must say that I am EXTREMELY happy and appreciative with the school. I urge you to call or give them a visit if you are looking for the BEST for your child without paying private school fees!!
—Submitted by a parent


Posted July 20, 2011

authorities of this school do not have good communication to parents. I personally had a issue that happened there which I felt unsatisfied with the resolution. When it happened they never told nothing, Im still wating for an explanation what happen with my son. Some bad students accused him of something that never could happen. I know my son and they know him, too. Al teacher put their hands on fire for him, but authorities don't , because they don't know the students. I'M PLANNING TO MOVE MY SON TO OTHER SCHOOL. HE WAS ACCEPTED AT LOWELL HIGH SCHOOL IN SAN FCO, BCAUSE HE GOT 3.5 TO 4.0 GPA. AND NO DEMERIT SINCE HE STARTED IN 6TH GRADE.. I AM COMPLETELY UPSET OF THE SCHOOL DISCIPLINE PERSONAL
—Submitted by a parent


Posted March 20, 2010

this is a good school but they want to kick kids out to fast because they act bad but by kicking them out what will that slove the problem they should help the kid out instead of kickinhg them
—Submitted by a student


Posted January 23, 2010

I am the mother of two teenage daughters, both of whom attended an Oakland Catholic school for the first nine years of their educations (grades K-8). My older daughter went on to and still attends an Oakland Catholic high school, but my youngest daughter had some issues which led us to conclude that OMI might be a better fit for her. I definitely feel that we made the best choice. OMI is as close as you can get to a private school without paying the price. I love the fact that they offer MORE discipline than the Catholic schools - something my daughter really needed. She is held accountable for her actions, and rewarded when she does well. I was surprised to receive the first phone call when she was misbevahing, but the staff does a great job of keeping parents informed. My daughter loves her school, and so do we.
—Submitted by a parent


Posted January 19, 2010

One of the top school in oakland!!!
—Submitted by a parent


Posted January 19, 2010

I absolutely love OMI. It's as close to a private school as you will find in any public school. I love that it's from grade 6 - 12. Transitions from elementary school to middle are not easy, so it eases your mind that you won't have to go through that for high school. The teachers really care about your child's education. I feel secure that my child is in a safe environment. The students are taught to respect each other and to do their best. It's not all boot camp as most people would think a military school is all about. The importance of college is drilled in these students daily. I wish I had known about this school sooner. My son has been there for 2 years now and loves it.
—Submitted by a parent


Posted January 19, 2010

Both my nieces attend OMI and since attending their grades have improved. The start of this school year they were given the option to changes schools and they both said no. They get a lot of 1 on 1 and the classes are small. I act in place of their grandmother for all scool activiites. Thank You Bunnie Brown Note this is my second time


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

770

Change from
2012 to 2013

+24

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

5 / 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 its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

770

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+24

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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
(2012)

5 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 60% in 2013.

97 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
31%

2011

 
 
46%

2010

 
 
34%
Math

The state average for Math was 55% in 2013.

97 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
24%

2011

 
 
42%

2010

 
 
27%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

14 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
71%

2011

 
 
61%

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

115 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
60%

2011

 
 
54%

2010

 
 
45%
Math

The state average for Math was 52% in 2013.

102 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
52%

2011

 
 
35%

2010

 
 
34%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

52 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
59%

2011

 
 
49%

2010

 
 
47%
English Language Arts

The state average for English Language Arts was 57% in 2013.

79 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
59%

2011

 
 
46%

2010

 
 
40%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

22 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
34%

2011

 
 
30%

2010

 
 
27%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
61%

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

89 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
56%

2011

 
 
66%

2010

 
 
52%
Science

The state average for Science was 67% in 2013.

81 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
73%

2011

 
 
73%

2010

 
 
67%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2013.

44 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
14%

2011

 
 
9%

2010

 
 
16%
Algebra II

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

14 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

90 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
45%

2011

 
 
62%

2010

 
 
55%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

29 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
18%

2011

 
 
21%

2010

 
 
19%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

36 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
9%

2011

 
 
24%

2010

 
 
29%
Biology/Life Sciences

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

89 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
64%

2011

 
 
37%

2010

 
 
32%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
0%

2011

 
 
8%

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

91 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
55%

2011

 
 
55%

2010

 
 
53%
Geometry

The state average for Geometry was 15% in 2013.

43 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
6%

2011

 
 
5%

2010

 
 
6%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

91 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
58%

2011

 
 
44%

2010

 
 
45%
World History

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

95 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
52%

2011

 
 
28%

2010

 
 
22%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

39 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
3%

2010

 
 
0%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
79%

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

53 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
16%

2011

 
 
12%

2010

 
 
0%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

72 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
62%

2011

 
 
56%

2010

 
 
33%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
0%

2011

 
 
n/a

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

21 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
53%

2011

 
 
36%

2010

 
 
n/a
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

75 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
51%

2011

 
 
47%

2010

 
 
31%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students47%
Females49%
Males45%
African American48%
Asian43%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability47%
English learner45%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)45%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Math

All Students55%
Females59%
Males52%
African American52%
Asian95%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability55%
English learner55%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)45%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state59%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students85%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students46%
Females49%
Males44%
African American34%
Asian61%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability46%
English learner13%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)50%
Parent education - college graduate53%
Parent education - graduate school/post graduate38%
Parent education - declined to state36%

Math

All Students51%
Females68%
Males42%
African American38%
Asian91%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability50%
English learner53%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)52%
Parent education - college graduate57%
Parent education - graduate school/post graduate60%
Parent education - declined to state42%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students46%
Females45%
Males47%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females59%
Males38%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability46%
English learner0%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)63%
Parent education - college graduaten/a
Parent education - graduate school/post graduate45%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students14%
Femalesn/a
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

History - Social Science Grade 8 Cumulative

All Students61%
Females53%
Males65%
African American67%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability66%
English learner9%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Science

All Students82%
Females72%
Males88%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged78%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability84%
English learner50%
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)93%
Parent education - college graduaten/a
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students25%
Females24%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability23%
English learner24%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students65%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students58%
Females61%
Males56%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability57%
English learner10%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)61%
Parent education - college graduaten/a
Parent education - graduate school/post graduate64%
Parent education - declined to state33%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students20%
Females18%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students14%
Females21%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students49%
Females38%
Males58%
African American25%
Asian80%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability51%
English learner14%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)43%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students51%
Females41%
Males58%
African American38%
Asian73%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability51%
English learner0%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)48%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students5%
Females0%
Males9%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only3%
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)11%
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
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students59%
Females46%
Males68%
African American31%
Asian73%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability58%
English learner36%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)41%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students43%
Females17%
Males64%
African American17%
Asian67%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability44%
English learner21%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)43%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students8%
Females13%
Males3%
African American8%
Asian9%
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)8%
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
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students51%
Females56%
Males47%
African American59%
Asian67%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)61%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

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

All Students38%
Femalesn/a
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

U.S. History

All Students52%
Females42%
Males62%
African American50%
Asian80%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)55%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

96 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
91%

2010

 
 
89%
Math

The state average for Math was 84% in 2013.

96 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
81%

2011

 
 
84%

2010

 
 
84%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students90%
Females88%
Males91%
Gender Unknownn/a
African American76%
Asian87%
Filipinon/a
Hispanic or Latino98%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner67%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students88%
Females86%
Males89%
Gender Unknownn/a
African American82%
Asian100%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged90%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner80%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 48% 51%
Black 25% 7%
Asian 20% 11%
White 3% 27%
Hawaiian Native/Pacific Islander 2% 1%
American Indian/Alaska Native 1% 1%
Two or more races 1% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 79%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Dara Northcroft
Fax number
  • (510) 597-9886

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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3877 Lusk Street
Oakland, CA 94608
Website: Click here
Phone: (510) 594-3900

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