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Teacher quality
Principal leadership
Parent involvement
My daughters freshman year at El Modena HS was wonderful. From the first day of registration 2011/2012. The staff and students were kind and heplful. She met new people became good friends with several of them. She joined track n field & cross country. She still continues to get outstanding grades in her Honor classes. Thanks again to the staff and students for making her feel welcome with open arms. Keep it up VANGUARDS!
—Submitted by a parent
El Modena High School is a great school for your child to attend. The teachers are dedicated and motivate the students. There is Wednesday tutoring available for students. The ASB and school spirit is wonderful. The principal and staff is very proactive. Parents receive messages at least twice a month about upcoming events or what is happening at the school.
—Submitted by a parent
An outstanding staff, terrific kids, and supportive parents make El Modena a shining example of what a high school should be. In my 20+ years in public education, I have never seen more committed, caring, or capable instructors. I work at El Mo, and I can assure you that my own kids will be attending there. Go Vanguards!
—Submitted by a teacher
El Modena has been a fantastic school for my children to attend. They have an excellent honors program, a principal who is so devoted and excellent at what he does, and real school spirit! It is ranked high in the state when compared to similar schools and has high AP test pass rates. I think this has been a great high school experience and am proud to my kids are Vanguards!
—Submitted by a parent
Interesting comments by the last two reviewers--one about lack of pride in El Modena and the other about punishment. The school provides an outstanding education, which is why it is ranked 10 out of 10 when compared to similar schools and an 8 out of 10 statewide. It also has some of the highest AP pass rates in Orange County. El Mo graduates attend some of the finest universities and colleges in theb country, including Harvard, Yale, Stanford, UCLA, and many others. El Modena does set high academic and behavioral expectations for students, but these are clearly communicated and constantly reinforced. The staff really does not tolerate students who defy those expectations, so if your child is out of control or simply unmotivated to do what is asked, you can expect consequences.
It's an education, nothing more. I never really attached myself to the school, I honestly could care less about school "pride" in a high school like this. I'm a senior here, and it seems the school focus more on sports and supporting those in it than those actually trying to get an education anywhere else. However, decent programs for graphic arts, just received new computers and programs this year (Adobe CS4 (all programs in the pack), 3DS Max 2011, Maya 2011, Mudbox 2011, Motionbuilder 2011) classes in graphic arts/animation were my favorite, great teacher! However I can't say the same for a good number of other teachers for other basic classes. Most of them are mixed, you get good teachers, you get bad ones. Overall, its simply an average high school. You get your diploma and move on to better things.
—Submitted by a student
My child at this school is not very pleased with the system that El Modena High School has to offer. I have been in the office speaking with my child's counselor and it seems to me that punishment is more of a priority than getting students ahead such as my child. It is very hard for a parent to go to work and know that my child has to go through such a poor education system. The problem is the staff in general, the teachers simply do not make El Modena a good place to be. The area is nice, however, the teachers and other staff members make the experience a waste of time and government money. This school needs to be changed for other students are going into the school constantly, and the main thing which makes it worst are those who are graduating. To see those unprepared with a diploma is a difficult struggle. To know that students are being treated as unprepared adults makes the whole "American Dream" a joke. This needs to be accounted for a serious matter this is not an exaggeration.
—Submitted by a parent
I LOVE EL MODENA HIGH SCHOOL! There are so many things to be proud about when being a Vanguard. The students get along with one another, teachers are fantastic at what they do, especially the English department, and there is an overwhelming amount of school spirit! I love my school!
—Submitted by a student
I am so fortunate to be a student at El Modena. The teachers are incredible in the sense that they encourage and motivate us to strive for our goals no matter how unreachable they may seem, such as passing an AP test. The administration works hard to make our school a safe and fun environment that enables us to learn and grow into the young adults we wish to be. What more can you ask for?
—Submitted by a student
A phenomenal school that has only pushed me closer to my goals. The atmosphere at school is caring and friendly, at school I feel safe and feel that i'll never be judged. Going to Elmo is something I can truly be proud of.
—Submitted by a student
A fantastic school that allows all students to be who they are in a friendly and safe environment.
—Submitted by a student
All of my children have attended El Modena and I do not regret a single thing about it. This school is successful academically, with teachers that spend much time outside class to help students. I can say this from my own children whose teachers were more willing to help.
—Submitted by a parent
Math teachers us MIMEOGRAPH papers, read paperback books in class; admin staff routinely forgives absences undermining parent consequences.
—Submitted by a parent
Excellent academics in the Honors and AP programs. Caring faculty and administrators.
—Submitted by a parent
El Modena has great academics and an awesome marching band! This school has more to offer than most private high schools in Orange County.
—Submitted by a parent
I am currently a senior at El Mo and i simply love it at this school. the environment is very inviting.... the teachers as well as the students seem to connect and get along with everyone. its as if it were a big family full of life. i came from villa park high school where i attended my freshman sophomore and junior year but i wish i had been here at El Mo the whole time
—Submitted by a student
El Modena is an awesome school and a million great things have happened. We have a tremendous staff that keeps me interested in learning. We have the best AP teachers with some of theh highest pass rates in the OC. El Mo is the best kept secret in orange, and peoplepass judgement on it too quickly. It's not a gang banger school. It is a melting pot of different unique people and truly prepares student for life after college.
—Submitted by a student
I'm currently a senior at El Modena High School and I have had a wonderful experience. Of course there were some difficulties and not everything was perfect, but my overall experience has been amazing. The honors and ap program are amazing (and our scores beat the other schools in our district in passing rates). Some of the sports are amazing and others aren't as succesful, but that doesn't really matter. This year has been a year of change. The morale has increased do to energetic and optomistic students and staff members. I honestly believe the administration has improved immensely. They really care about students succeeding and they are trying to inspire change and improve school spirit, but I think students need to be open to change also. Students have to care if they want to succeed. The school can't force them to.
—Submitted by a student
Four of our kids went to Elmo, and our experiences ran the gamut, from good to terrible. Most of the teachers were wonderful, and truly went above and beyond what was expected. There were several who had issues of their own, but that happens anywhere. My biggest problem with the school is the administration, which seems to be more about grandstanding than serving students and staff. All talk, and no follow through.
—Submitted by a parent
I had four sons and three nieces who attended El Modena between 1994 and 2007. I saw many changes at the school during those 13 years, some good and some bad. Three were honors students and graduated college and grad school. They did fine at El Mo and in college. Two went into the military and their experience at El Mo was less than stellar. Two were jocks, and saw many changes in the athletic program. One had terrible problems with teachers, and staff, some of it his own doing and some of it problems with prior administration. So the school is great for a self motivating honor student or a jock who needs grades for college but for a 'sweat hog' or student not interested in school, better off somewhere else with more supervision and more caring staff
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
297 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
278 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
290 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
534 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.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
88 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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
51 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.
504 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
267 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.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
520 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
537 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.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
487 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
174 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.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
522 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 | 46% |
| Females | 49% |
| Males | 42% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 21% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 100% |
| Males | 94% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 87% |
| Males | 91% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 90% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 33% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| 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) | 68% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 57% |
| Students with disability | 14% |
| Students with no reported disability | 43% |
| English learner | 8% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 73% |
| Males | 65% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| 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) | 86% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 84% |
| Students with disability | 36% |
| Students with no reported disability | 70% |
| English learner | 8% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 44% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 52% |
| Students with disability | 8% |
| Students with no reported disability | 53% |
| English learner | 32% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 65% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 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 | 10% |
| Females | 10% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 8% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 73% |
| Females | 75% |
| Males | 71% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 76% |
| Males | 87% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 77% |
| All Students | 78% |
| Females | 73% |
| Males | 83% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| 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 | 63% |
| Females | 65% |
| Males | 61% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 7% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 54% |
| All Students | 20% |
| Females | 15% |
| Males | 25% |
| African American | n/a |
| Asian | 23% |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | 0% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 26% |
| Parent education - declined to state | 14% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 60% |
| Males | 68% |
| African American | 73% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 79% |
| Students with disability | 46% |
| Students with no reported disability | 65% |
| English learner | 8% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 57% |
| All Students | 60% |
| Females | 56% |
| Males | 65% |
| African American | 73% |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 74% |
| Students with disability | 18% |
| Students with no reported disability | 64% |
| English learner | 10% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 50% |
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 | 9% |
| Females | 5% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 19% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 0% |
| 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 | 35% |
| Females | 28% |
| Males | 45% |
| African American | n/a |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 74% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | 23% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 51% |
| Males | 74% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 27% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 59% |
| Students with disability | 30% |
| Students with no reported disability | 54% |
| English learner | 7% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 65% |
| Females | 65% |
| Males | 66% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | 5% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 48% |
| All Students | 3% |
| Females | 1% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | 0% |
| All Students | 84% |
| Females | 78% |
| Males | 90% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 35% |
| Males | 67% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 57% |
| Males | 72% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 74% |
| Students with disability | 31% |
| Students with no reported disability | 68% |
| English learner | 8% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 77% |
| 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 |
| 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.
537 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
537 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 | 89% |
| Females | 90% |
| Males | 87% |
| African American | 82% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 95% |
| Students with disability | 51% |
| Tested with modifications | n/a |
| English learner | 53% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 85% |
| African American | 82% |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 82% |
| Students with disability | 46% |
| Tested with modifications | n/a |
| English learner | 56% |
| 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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 49% | 49% | ||
| White | 39% | 28% | ||
| Asian | 6% | 8% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 25% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Vietnamese | 2% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Arabic | 0% | 1% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Rumanian | 0% | 0% | ||
| Samoan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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3920 Spring Street
Orange,
CA 92869
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