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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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!
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
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.
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
374 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
366 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
269 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
346 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
355 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
335 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
357 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
362 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
363 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 0% |
| Males | 6% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 28% |
| Females | 29% |
| Males | 25% |
| African American | n/a |
| Asian | 32% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 40% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 41% |
| Males | 43% |
| African American | 34% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 51% |
| Students with disability | 19% |
| Students with no reported disability | 44% |
| English learner | 10% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 31% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 46% |
| Males | 42% |
| African American | 41% |
| Asian | 63% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 53% |
| Students with disability | 15% |
| Students with no reported disability | 46% |
| English learner | 4% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 39% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 8% |
| Females | 6% |
| Males | 9% |
| African American | 2% |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 10% |
| Students with disability | 8% |
| Students with no reported disability | 7% |
| English learner | 2% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | 15% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | 28% |
| Parent education - declined to state | 4% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 11% |
| Males | 6% |
| African American | 0% |
| Asian | 28% |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | 15% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 13% |
| Males | 17% |
| African American | 5% |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 22% |
| Students with disability | 0% |
| Students with no reported disability | 16% |
| English learner | 0% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 8% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 51% |
| Males | 41% |
| African American | 34% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 3% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 39% |
| All Students | 1% |
| Females | 0% |
| Males | 1% |
| African American | 0% |
| Asian | 0% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 62% |
| Females | 56% |
| Males | 73% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 69% |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 44% |
| Males | 43% |
| African American | 27% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 8% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 40% |
| All Students | 21% |
| Females | 19% |
| Males | 25% |
| African American | 12% |
| Asian | 39% |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 34% |
| Students with disability | 6% |
| Students with no reported disability | 23% |
| English learner | 0% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 11% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 3% |
| Females | 1% |
| Males | 3% |
| African American | 4% |
| Asian | 0% |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 2% |
| Students with disability | 5% |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | 7% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 56% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 46% |
| Males | 44% |
| African American | 38% |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 51% |
| Students with disability | 13% |
| Students with no reported disability | 47% |
| English learner | 3% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 37% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 23% |
| Males | 39% |
| African American | 13% |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 11% |
| Females | 6% |
| Males | 14% |
| African American | 2% |
| Asian | 19% |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 13% |
| Students with disability | 7% |
| Students with no reported disability | 11% |
| English learner | 8% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 27% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 34% |
| Females | 27% |
| Males | 39% |
| African American | 25% |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 40% |
| Students with disability | 14% |
| Students with no reported disability | 35% |
| English learner | 3% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 29% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
388 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
377 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 76% |
| Females | 84% |
| Males | 67% |
| African American | 63% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 84% |
| Economic Status Unknown | 73% |
| Students with disability | 30% |
| Tested with modifications | n/a |
| English learner | 38% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 69% |
| Females | 73% |
| Males | 66% |
| African American | 53% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 81% |
| Economic Status Unknown | 62% |
| Students with disability | 38% |
| Tested with modifications | 0% |
| English learner | 38% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 51% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 84% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
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12250 Skyline Blvd.
Oakland,
CA 94619
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Phone: (510) 482-7109
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