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Teacher quality
Principal leadership
Parent involvement
MHS prepared me extremely well for college. While the people and social aspects weren't by any means my favorite part, the academics were solid, challenging, and relevant.
—Submitted by a student
MHS is FANTASTIC. In all aspects. Teachers, academics, social life (most of the time), prepares students well for college...etc.
—Submitted by a student
i hate this school more than anything in the world. yeah the teachers and academics are nice but the other students are complete jerks, id say 40% do crazy drugs. I am a transfer student from the el sobrante area and mexican and not accepted because of that. If you look anything out of the ordinary of their already pre-set environment or cliques, such as i am, you will be stared and and be made fun of behind your back, i am being called ghetto because i am not either white or asian. this school is a complete joke socially. and the so called link crew that helps you try to fit in only gives you free pizza.
—Submitted by a student
Great and challenging academics with many AP classes offered. Extraordinary drama, music, sport , journalistic and public speaking programs.
—Submitted by a parent
Miramonte is a great school for college prep. After attending this school, I feel that my children will be well prepared for college. They had some wonderful teachers who were very dedicated and inspiring. However, I agree that if you are not an advanced and very well-prepared student, you could easily get lost here. I also think the alcohol issues at this school are disturbing. Why does there have to be alcohol at so many school fundraisers and related activities? After noting this, I'm not surprised at the number of DUI's among the students. Also, there is quite an exclusive attitude at this school. So for my third child, I am exploring other options.
—Submitted by a parent
The academics and sports programs are superior to most surrounding schools, however the staff and students, not counting teachers, are very unconventional. In fact the student body as a whole are out of control, seeing how students have died from drug use, with staff failing to take any significant actions. Be very careful when placing your child in this school. -Note. The new principle is apparently doing a much better job than the former failure of a principle who recently "resigned" a year ago. The former principle did very little to quell drug dealers and bullies on campus, even when directly reported to about such activities and individuals.
Great parent involvement. The teachers are some of the most dedicated people you will ever meet in your life. Miramonte puts a lot of pressure on the students to perform and some students will crumble under the pressure. Everybody takes AP or Honors and some students end up taking courses they aren't ready for. The counselors will not guide the students much except for when it comes to colleges. If your child is naturally gifted this school will treat them well. However, if the student is not self-motivated or naturally bright he/she will not fair too well.
—Submitted by a parent
Miramonte is a high-achieving and fun high school with arguably the best and most committed teachers you will find in any public or private high school. My classmates are interested and interesting, talented, athletic, artistic, intellectual, and passionate about work and fun. It is the best high school around!!!!!
—Submitted by a student
Good school for high achievers, Students push each other to work hard and be successful,. Some very good teachers.
—Submitted by a student
I think the other reviews are accurate. Miramonte is very strong on acheivement. The extracurricular activities are solid. I think it produces highly ambitious young people. Unfortunately I don't find the students to be aware of much else. Not very well rounded and not aware of the world around them. Teachers are very dedicated if the student is high acheiving, if not children are easily lost and seem to fall through the cracks. The counseling is focused solely on college preparation and there are not services or time from existing staff to help with social, emotional and other issues kids face during this challenging time. I found the adminstration unresponsive and uncaring and very protective of tenured staff who are abusive (but acheivement successful) in the years my son attended 2003-2006. I hope it is different now.
—Submitted by a parent
This school is as good as any public high school can get. There is a real culture of achievement, and the students are friendly and helpful. My son likes and respects all his teachers, and tells me that the underacheievers never rule the class. We came from a good private school, and find Miramonte more and better in most aspects.
—Submitted by a parent
The quality of education is great unless you have to deal with administration for any reason. The best part about the school is that because of the dedication of most teachers and the dedication of the parents, the students work very hard to achieve high standards. I personally believe these exceptional students should be given more respect. If you are considering this school, I highly suggest you take a tour and try to talk to the principle and other office staff before you move to Orinda. If they aren't courteous to you, they won't treat your kids with any respect either. High test-scores aren't everything!
—Submitted by a parent
I went to school here, solid education for a public school in this area. There's a reason Orinda property values are so high.
—Submitted by a former student
It is a great school. I sent both of my daughters. Both have done well. Getting the elective of choice is a problem. All the years they had to choose, they could never get what they wanted. Parents really get involved and share a lot of information. Great connection with St. Mary's college.
—Submitted by a parent
Great school with fine balance between athletics and academics. Great parent support
—Submitted by a former student
A very good school. Parent involvement is very high.
—Submitted by a parent
Level of parent involvement is exceptional..quality of academic program is also excellent and the availability of sports and extracurricular activities is also superior to most.
—Submitted by a parent
MHS is undoubtedly, along with Campolindo High and Piedmont High, the best public high school in the East Bay. High quality extras include the performing arts, team sports, and schol security/safety. Prestige among the students depends more on accomplishments as looks and clothes. This is not to say that all is perfect; there is a distressing amount of Berkeley type liberalism among the faculty and there is a fair amount of administrative turnover for some reason although teachers tend to stay. Your kid must be a self-motivator to excel here as there is no coddling of failure. Grades are earned not freely given out. After finishing at MHS with a 3.5 or better, any UC campus (including Berkely and UCLA) will not be a problem for your child.
—Submitted by a parent
As a teacher at Miramonte, I am continually impressed by the motivation and good-heartedness of our students. They are engaged with themselves and the world in a way that is rare. Of course there are kids who are unmotivated or unhappy, but the general school climate is one of intellect and involvement, and it is a joy to work with such capable students, all buttressed by their supportive and generous families.
—Submitted by a teacher
When I think of Miramonte, I think of green lawns, a sprawling campus of warm-toned buildings, great teachers, and incredible homogeneity. My parents moved from Oakland to Orinda so that my brother and I could go to Miramonte - like trading higher property taxes for the price of private school. The academics are, for the most part, great: AP scores and standardized tests show this clearly. Sports teams are successful but they don't have to dominate the student life. Orinda is home to a lot of wealthy families, so I feel that there is a 'rich kid' attitude problem at times, but kids are definitely focused on college and the future, and therefore tend to get things done. In other words, discipline isn't a big problem. The typical Miramonte class is engaging and interesting. It doesn't seem to matter whether the teachers are young or old, veteran or new; students can tell that they really care about education. The teachers are what really make this school a good one; their devotion and willingness to talk to students and go above and beyond what is usually demanded of a public school teacher is rare indeed. Take a look at the graduation rate and the caliber of colleges and universities that Miramonte grads attend, and you'll see that Miramonte is a lot more successful at prepping students for higher education than a lot of private schools in the area. The predominantly caucasian student body is monotonous, and to me, of the very few problems with Miramonte, was one of the biggest. The other was one that might be resolved by now, but now that I'm out of touch with California legislature, I don't know, and that is the problem of funding. A lot of the younger and newer teachers were fearing for their jobs when I was a junior and senior in high school - however, a strong show of support from students and parents helped with this situation.
—Submitted by a former 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
194 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.
257 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.
144 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.
259 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 13% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
310 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
64 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% 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.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
209 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
268 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 | 48% |
| Females | 45% |
| Males | 51% |
| 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) | 48% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 48% |
| Students with disability | 27% |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| 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 | 55% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 100% |
| Males | 93% |
| 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 | 96% |
| 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 | 94% |
| 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 | 95% |
| Parent education - declined to state | n/a |
| All Students | 99% |
| Females | 97% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| 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) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| 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 | 99% |
| Parent education - graduate school/post graduate | 98% |
| 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 |
| 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 | 97% |
| Females | 100% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| 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) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | 85% |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| 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 | 95% |
| 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 | 93% |
| Females | 89% |
| Males | 96% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 89% |
| Females | 85% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | 55% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 29% |
| Females | n/a |
| Males | 27% |
| 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) | 31% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| 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 | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 65% |
| Males | 76% |
| African American | n/a |
| Asian | 74% |
| 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) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| 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) | n/a |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 75% |
| Males | 88% |
| 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) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | 74% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 77% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 91% |
| African American | n/a |
| Asian | 90% |
| 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) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 88% |
| Males | 100% |
| 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) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 93% |
| Males | 93% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | 62% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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) | 86% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 100% |
| All Students | 47% |
| Females | 23% |
| Males | 68% |
| 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) | 53% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| 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 | 47% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 100% |
| Males | 82% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | 91% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 92% |
| Males | 98% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | 72% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | 90% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 100% |
| 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 |
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 | 16% |
| Females | 15% |
| Males | 18% |
| 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) | 16% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| 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 | 20% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 96% |
| Males | 100% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 77% |
| Males | 83% |
| African American | n/a |
| Asian | 93% |
| 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) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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 | 79% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 86% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | 82% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 96% |
| Males | 86% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 91% |
| Students with disability | 47% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 70% |
| Females | 65% |
| Males | 75% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| 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 | 82% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 100% |
| Males | 96% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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 | 98% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 91% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| 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 | 91% |
| Non-economically disadvantaged | 90% |
| Students with disability | 43% |
| Students with no reported disability | 94% |
| 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 | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 91% |
| 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 - 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.
312 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
311 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 | 99% |
| Females | 99% |
| Males | 99% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Declined to state | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 100% |
| Students with disability | 89% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 98% |
| Females | 96% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 100% |
| Students with disability | 79% |
| Tested with modifications | n/a |
| English learner | n/a |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
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 | ||
|---|---|---|---|---|
| White | 69% | 28% | ||
| Asian | 16% | 8% | ||
| Multiple or No Response | 9% | 3% | ||
| Hispanic or Latino | 4% | 49% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 0% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 0% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 50% | 1% | ||
| Portuguese | 50% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 13% | N/A | 2% |
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