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GreatSchools Rating

Skyline High School

Public | 9-12 | 1982 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 3 ratings

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Parent involvement

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38 reviews of this school


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Posted October 30, 2012

I've been impressed by the quality of teaching and the dedication of so many of my 2 students' teachers--who are willing to meet with my kids during lunch or after school, and some willing to offer special study sessions in the community for students. Such dedication! And in light of the always reduced funding in public schools, Skyline teachers often dig into their own pockets if donations from student families and the PTSA still can't fund what is needed.
—Submitted by a parent


Posted August 12, 2012

The reason I give only two stars is because there is a lack of expectation at Skyline. The amount of homework for classes other than AP is minimal. Some of teachers are truly horrendous yet the school has done nothing about them. There are also some very good teachers though. An A is awarded for having done the work, not for having done an excellent job. Some of the classes I have observed are taught at the level of a 7th grade. It does a diservice to those students who expect to get a high school education and to be prepared for college. The teachers need to have a cohesive discipline policy and enforce it. I could never recommend that a parent send their kid to Skyline, not if there is another option.
—Submitted by a teacher


Posted July 3, 2011

Hi my name is Mark Bulnes I am a SKYLINE alumni I thought SKYLINE was a very good school. I thought the teachers were vary professional and the teachers did not baby you. When I tell people I graduated from SKYLINE HIGH I say it vary much pride. MARK BULNES CLASS of 1980
—Submitted by a parent


Posted April 1, 2011

Skyline high is a really wonderful place. I went there for three years, I moved which explains why I'm not there. Skyline is really nice, there are so many nice people and teachers. It has an overall good vibe to the campus. The forest-like environment is somewhat peaceful and calming. The teachers there range from being lazy to incredibly helpful. One teacher I had for French, Madame Dubois, really cared about us. She tried to push you to do your work. There are also many clubs and programs you can join. They even have a French student exchange program where you and your family can host a French student for a week. There are also many sports there and the Performing Arts department is wonderful as well. All in all, it's a really great school, way better that any other Oakland public high school.
—Submitted by a student


Posted August 17, 2010

This school is horrible. I attended this school for four years. The teachers are not as helpful as they should be. It seems like most teachers are there to just get their paycheck at the end of the week. The counselors are even worse. They never give you the right classes you need, so you have to go wait in a very, very long line or wait very, very long for the counselor to see you. These school counselors do not even counsel students. Also the security staff are ridiculously horrible. It is so easy to cut class at Skyline High. The security Staff are too friendly with the students, therefore they let students so whatever they please, unless they know they are being watched by their superiors.
—Submitted by a student


Posted April 22, 2010

Skyline has some excellent class offerings for AP classes, a variety of academies, extracurricular activities, student clubs, and decent sport programs (although not competitive as NCS). There could be more parents attending PTSA meetings and other parent groups. The same handful of parents show up to meetings and volunteer when administration need support. If you are a parent/guardian of a Skyline student, you should volunteer at least 4-6 hours a month at their school. The campus is pretty clean and green. however, there is an ongoing problem with some students not going to class and hanging out on campus. Overall, I would recommend Skyline over some of the other public schools in Oakland. And, if your students are able to take AP classes, save your money from paying for them to go to private schools. Parent of a senior student.
—Submitted by a parent


Posted October 8, 2009

My daughter is a Junior this year (2009-2010), and I am so pleased at her 'suite' of teachers. She has a fabulous band teacher (Vince Toliver), his second year at the school. Ms. Mac for AP History, Mr. Jollymore for AP English, and Ms. Ostrom for AP Environmental Science are all tremendously dedicated and have great rapport with the students. I was thrilled at Back to School night to find out that Mr. Ng (her Chemistry teacher from last year) is the Junior class sponsor - he's a great teacher, also in his second year at Skyline. The kids are also dynamic and think for themselves. Come visit!
—Submitted by a parent


Posted October 3, 2009

great teachers and performing arts program
—Submitted by a parent


Posted September 18, 2009

Skyline High is one of the best High Schools in the area. Each year, this school sends many of its graduates to elite Universities across the nation. The curriculum is by far superior compare to other High Schools in Oakland. My son was accepted to Many of the top Ivy Leagues, including Harvard, Yale and Princeton. I highly recommend sending your kids to Skyline instead of wasting money on Bishop O'Dowd and many of the private schools around.
—Submitted by a parent


Posted September 17, 2009

If ever there was a school that teaches students that life isn't always fair but that if you show up and work hard you can succeed, then this is the place. No silver spoon, sheltered, false sense of entitlement here. No need to have a 'diversity awareness day' like so many homogeneous private and suburban schools. It is probably one of the most socially and economically diverse schools in the country and the students are challenged to learn to work together each and every day. And, it is on top of a hill surrounded by spectacular open space so it has a one of a kind location. Is it perfect? No and that is it's best feature. It is all about instilling gritty self determination.
—Submitted by a parent


Posted September 17, 2009

The school is reinventing itself as we speak. Teachers and administrators truely care about the incoming students and are committed to their success, lots of academic as well as personal support. They address the whole person!
—Submitted by a parent


Posted April 27, 2009

Now Skyline High School can now be one of the Great High Schools in California under Mr. Sye's leadership and guidance. Also Skyline H.S. has one of the best track and field coaches in the world - Jamal Cooks, PhD (in Education). The track team competes on the National level with many elite runners getting the attention of many colleges nation wide. Due to great coaching and many blessings, I have a Nationally ranked hurdler in the 11th grade at Skyline taking several AP classes. The Skyline campus is a beautifully maintained 40 acres of land with many parent volunteers like myself who love being a part of the Skyline campus community.
—Submitted by a parent


Posted March 23, 2009

Principal is new, however, he is providing great leadership! Given time, with his leadership, the school will once again become a great!
—Submitted by a parent


Posted January 28, 2009

Relax and send your kid to Skyline. The school has a super performing arts department, a ton of sports and clubs, many AP classes, and a lot of nice kids. It is a 'real' high school, unlike the experimental versions found all over Oakland these days. This year, Skyline is recovering from two previous years of an incredibly poor principal. Many of the teachers and parents are quite happy with the NEW principal who was brought in last summer, Mr. Albert Sye. He is definitely a professional. The school isn't perfect, and it deals with an assortment of problems seen in other public schools. However, the setting is spectacular, there are plenty of students staying on track, and the school is on its way up. It has served my children very well. I hope you come on board and help make the school even better. Parent with children in Class '06 and '11.
—Submitted by a parent


Posted December 9, 2008

One of the earlier reviews states that the AP classes aat Skyline are a joke which couldn't be more wrong. The College Board just sent out a notice that last year 53 Skyline students were 'AP Scholars' which means that they scored 3 or better (out of 5) on at least three AP exams. The AP classes at Skyline are varied and challenging and, as these results demonstrate, do an excellent job of preparing the students for the exam and for college.
—Submitted by a parent


Posted June 6, 2008

As a grad who still spends time in Oakland, the decline of Skyline pains me. The campus has become poorly maintained. The quality of the education has declined, as speaking to current students and grads quickly reveals life skills' deficiencies that they aren't even aware of. Time for change in the school's leadership and teaching staff........................for the sake of the students!


Posted May 27, 2008

My daughter graduated from Skyline in 2005. My son will graduate next week. Both of them have been accepted at USF, so I am very satisfied with Skyline. As a large, urban, comprehensive high school (a dying breed?) there are a lot of good things happening there. For one thing, the performing arts program is fantastic, with Theater, Music and Dance all very well represented. There is no denying that the general condition of the public school system does have a negative affect on Skyline, for example, the inadequate number of counselors. My kids' teachers have ranged from bad to excellent. Overall, I think it's a pretty good reflection of life in Oakland in general. There are lots of really great kids at Skyline and my kids are proud to have gone there.
—Submitted by a parent


Posted January 15, 2008

One of the other reviews is grossly inaccurate. Kathy wrote that 90% of the students go to college, but as a recent alum, I know that this number is way off. Among my graduating class, around 7% went straight to a 4-year university. A slightly larger number, about a third applied to enroll at a community college but no where near 90%. In my year, only 6 of about 600 (or close to 1%) got accepted to UC Berkeley. None got accepted to Stanford. When I was there, I found that I fight to get into college preparatory classes, because the school allocates most of its resources to remedial teaching and disciplinary problems. AP classes are of very poor quality, as witnessed by the very low test scores. Many students in these classes choose not to even take the tests. Socially, this place is bad too because of racial hostilities.


Posted May 30, 2007

My daughter is currently a junior @ Skyline. I am very disappointed in the counseling staff. It is very difficult to reach a counselor or an administrative staff @ the school. Freshmen year may have been the year she had the best teachers. Science classes are good, but math is very weak. Level of parent involvement is minimal I hate to say. It is just a small group of very dedicated parents who are active.
—Submitted by a parent


Posted April 30, 2007

Skyline is definitely a good school, it's like the average school, but in someways better. There are the usual kids, who love to cause trouble, but there are also many other students that don;t usually cause the problems. Skyline has made a huge improvement over the years, especially testing wise, with the conjoined effort of parents, teachers, and kids, but sadly it's an improvement school now. In my opinion, all Skyline really needs is to hire some better, more dedicated security guards.
—Submitted by =), a student


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

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

652

Change from
2011 to 2012

-9

API Statewide Rank
(2011)

2 / 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 did not meet its schoolwide API target for 2012.
  • 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 2012

This school's
API score

652

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

-9

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)

2 / 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.
Algebra I

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

57 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
6%

2010

 
 
10%

2009

 
 
4%
Algebra II

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

40 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
58%

2010

 
 
66%

2009

 
 
38%
Biology/Life Sciences

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

374 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
43%

2010

 
 
25%

2009

 
 
35%
Earth Science

The state average for Earth Science was 39% 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 57% in 2012.

366 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
47%

2010

 
 
41%

2009

 
 
40%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

269 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
19%

2010

 
 
14%

2009

 
 
16%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

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

 
 
25%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
17%

2009

 
 
6%
Algebra II

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

170 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
14%

2010

 
 
26%

2009

 
 
15%
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
14%

2009

 
 
14%
Chemistry

The state average for Chemistry was 51% in 2012.

346 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
11%

2010

 
 
21%

2009

 
 
27%
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.

355 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
40%

2010

 
 
44%

2009

 
 
39%
Geometry

The state average for Geometry was 17% in 2012.

135 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
1%

2010

 
 
3%

2009

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

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

29 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
63%

2010

 
 
57%

2009

 
 
58%
Science

The state average for Science was 53% in 2012.

335 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
24%

2010

 
 
38%

2009

 
 
40%
World History

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

357 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
21%

2010

 
 
27%

2009

 
 
37%
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

 
 
12%

2009

 
 
n/a
Algebra II

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

184 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
4%

2010

 
 
7%

2009

 
 
1%
Biology/Life Sciences

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

18 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
44%

2010

 
 
24%

2009

 
 
20%
Chemistry

The state average for Chemistry was 34% in 2012.

15 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
5%

2010

 
 
15%

2009

 
 
7%
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.

362 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
44%

2010

 
 
44%

2009

 
 
32%
Geometry

The state average for Geometry was 9% in 2012.

19 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
2%

2010

 
 
3%

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

120 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
26%

2010

 
 
49%

2009

 
 
38%
Physics

The state average for Physics was 56% in 2012.

114 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
28%

2010

 
 
43%

2009

 
 
55%
U.S. History

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

363 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
37%

2010

 
 
46%

2009

 
 
40%
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

Algebra I

All Students4%
Females0%
Males6%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/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 disability4%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
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 state0%

Algebra II

All Students28%
Females29%
Males25%
African Americann/a
Asian32%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented40%
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 Students42%
Females41%
Males43%
African American34%
Asian70%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged37%
Non-economically disadvantaged51%
Students with disability19%
Students with no reported disability44%
English learner10%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate33%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)51%
Parent education - college graduate56%
Parent education - graduate school/post graduate72%
Parent education - declined to state31%

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 Students44%
Females46%
Males42%
African American41%
Asian63%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged40%
Non-economically disadvantaged53%
Students with disability15%
Students with no reported disability46%
English learner4%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate37%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)45%
Parent education - college graduate56%
Parent education - graduate school/post graduate79%
Parent education - declined to state39%

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
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 Students8%
Females6%
Males9%
African American2%
Asian18%
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged6%
Non-economically disadvantaged10%
Students with disability8%
Students with no reported disability7%
English learner2%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talented15%
Parent education - not a high school graduate4%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)8%
Parent education - college graduate7%
Parent education - graduate school/post graduate28%
Parent education - declined to state4%

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
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 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
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 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
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 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 Students9%
Females11%
Males6%
African American0%
Asian28%
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)7%
Economically disadvantaged9%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented15%
Parent education - not a high school graduate10%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

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
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 Students15%
Females13%
Males17%
African American5%
Asian42%
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged13%
Non-economically disadvantaged22%
Students with disability0%
Students with no reported disability16%
English learner0%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate9%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)4%
Parent education - college graduate23%
Parent education - graduate school/post graduate50%
Parent education - declined to state8%

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
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 Students47%
Females51%
Males41%
African American34%
Asian67%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged42%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability46%
English learner3%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate39%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)42%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to state39%

Geometry

All Students1%
Females0%
Males1%
African American0%
Asian0%
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students62%
Females56%
Males73%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged69%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented73%
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 Students43%
Females44%
Males43%
African American27%
Asian70%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged40%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability44%
English learner8%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate38%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)27%
Parent education - college graduate62%
Parent education - graduate school/post graduate75%
Parent education - declined to state40%

World History

All Students21%
Females19%
Males25%
African American12%
Asian39%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged18%
Non-economically disadvantaged34%
Students with disability6%
Students with no reported disability23%
English learner0%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate17%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)14%
Parent education - college graduate48%
Parent education - graduate school/post graduate50%
Parent education - declined to state11%
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
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
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 Students3%
Females1%
Males3%
African American4%
Asian0%
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged3%
Non-economically disadvantaged2%
Students with disability5%
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talented7%
Parent education - not a high school graduate0%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)0%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

Biology/Life Sciences

All Students56%
Femalesn/a
Malesn/a
African Americann/a
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only63%
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 Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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
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 Students45%
Females46%
Males44%
African American38%
Asian60%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged42%
Non-economically disadvantaged51%
Students with disability13%
Students with no reported disability47%
English learner3%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate33%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)52%
Parent education - college graduate61%
Parent education - graduate school/post graduate73%
Parent education - declined to state37%

Geometry

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
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 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 Students30%
Females23%
Males39%
African American13%
Asian46%
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
White (not Hispanic)36%
Economically disadvantaged30%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduate31%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)32%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Physics

All Students11%
Females6%
Males14%
African American2%
Asian19%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged13%
Students with disability7%
Students with no reported disability11%
English learner8%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduate5%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)13%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

U.S. History

All Students34%
Females27%
Males39%
African American25%
Asian45%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged29%
Non-economically disadvantaged40%
Students with disability14%
Students with no reported disability35%
English learner3%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate26%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)38%
Parent education - college graduate50%
Parent education - graduate school/post graduate56%
Parent education - declined to state29%

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
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 - 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

English Language Arts

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

388 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
77%

2010

 
 
75%

2009

 
 
75%
Math

The state average for Math was 84% in 2012.

377 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
74%

2010

 
 
76%

2009

 
 
79%
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 Students76%
Females84%
Males67%
African American63%
Asian94%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged74%
Non-economically disadvantaged84%
Economic Status Unknown73%
Students with disability30%
Tested with modificationsn/a
English learner38%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students69%
Females73%
Males66%
African American53%
Asian88%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged68%
Non-economically disadvantaged81%
Economic Status Unknown62%
Students with disability38%
Tested with modifications0%
English learner38%
Language Fluency Unknownn/a
Migrant educationn/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 38% 7%
Hispanic or Latino 25% 49%
Asian 21% 8%
White 10% 28%
Multiple or No Response 2% 3%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 251%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 62% 85%
Cantonese 15% 2%
Arabic 6% 1%
All other non-English languages 5% 1%
Vietnamese 3% 2%
Khmer (Cambodian) 2% 0%
Mandarin (Putonghua) 2% 1%
Russian 2% 0%
Turkish 2% 0%
Mien (Yao) 1% 0%
Thai 1% 0%
Tigrinya 1% 0%
Tongan 1% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 84%N/A96%
Emergency credential or waiver 7%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

12250 Skyline Blvd.
Oakland, CA 94619
Website: Click here
Phone: (510) 482-7109

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