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Teacher quality
Principal leadership
Parent involvement
tne BEST Music and Arts program in the valley! thanks to them one daughter recieved enough scholarships to attend a top university. (the arts program made the difference as ALL the students at her school had a 4.0 or better) she graduates this May & without what PSHS had to offer she would Not have had that opportunity. THE ARTS MAKE THE DIFFERENCE. Music enhances all math skills. i highly Recommend this school program
We are thinking of having our son attend PSHS in 2 years (he's now a 7th grader) & are interested in hearing more about the school climate, academics, teacher-student ratio, test scores, gifted & talented programming, AP classes, pros, cons, band, sports. Basically, anything you'd like to write about. Thanks, P.S. We rated this school average only because we do not much about it.
—Submitted by a parent
Excuse you, but there were some rotten students from James Workman, too. Not most of them were from Raymond Cree.
—Submitted by a parent
It is necessary to make a statement about the previous comment. Not ALL the students make these claims. Furthermore, "english" is spelled with a capital E, the last time I read this. Mr. Daucher teaches English to freshman. It is a FACT that there were students in his class who were not well-behaved. Frankly speaking, they were rotten and received better treatment than they deserved. Mr. Daucher put up with a lot from some of these students. Mr. Daucher is well-organized, polished, and professional. Most of the good students went to James Workman; the rotten ones were from Raymond Cree.
—Submitted by a teacher
Great school awesome academics, however there is one bad apple that ruins the whole reputation of the school. Jeffrey Daucher, he teaches english at the school and is one of the most unprofessional teachers I have dealt with, my friends and family that have children in his class also agree. He wasnt teaching here last year. All the students claim he sits in class and talks the whole time about his personal life. something needs to be done otherwise its a really great school.
—Submitted by a parent
THE best music program in a high school in riverside county. Excellent arts program- without them the school would be average.
—Submitted by a parent
i love palm springs high school because of the academics and the friends there
—Submitted by a student
I really love the school, and the parent and teacher support, I have one out and two still in Palm Springs and happy to say all are doing great!
—Submitted by a parent
I love the diversity that our school represents. We have all colors, races, religions
—Submitted by a parent
Not only am i going to brag about Palm Springs High School because it is the high school that i attend, but even if I want to another high school, I would still be able to notice what an amazing school it is. Being the ASB president, I have come to know the school backwards and forwards and it has only allowed me to love it more. PSHS has amazing programs, school spirit, a wonderful and safe campus and a great staff. They push us to excel in academics and that has only made everyone better. I am proud everyday to say that I am a Palm Springs High School student.
—Submitted by a parent
The athletics are wonderful and the care and concern of the Guidance Counselors are all terrific especially Mr. Mathis.
—Submitted by a parent
They are organized, work hard to keep the campus safe, and consistentely strive to be the very best. My daughter just graduated and she got a great education there. I want other children to receive the same stellar education thaqt my child did.
—Submitted by a parent
I am a sophomore who now attends CCHS and i went to PSHS fore my freshmen year. I was forced to leave and i really regret doing so. The sports were great, teachers were fun and helpful, security was dependable, and students were goal oriented and not afraid to put in the extra work. Not to mention that it is a beautiful campus that is surrounded by panoramic mountain views. The 'Spirit of the Sands' Band is talented and the school has a great Arts program. I truly believe it is one of the best public schools in the Desert.
Not an especially good leader. There are many exceptionally fine teachers at PSHS, and an unfortunately large number of teachers who are technically qualified but very poor teachers and role models. Poor communication.
—Submitted by a parent
I attended Palm Springs High School and out of all of the schools in the Palm Springs area, I know that this school has the least amount of drug problems and some of the best teachers in the Valley. I have since gone on to obtain my Bacholers degree and I know that this is because of the wonderful teachers of Palm Springs High School.
—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.
326 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
208 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
373 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
570 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.
237 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.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
147 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
520 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
208 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
520 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
526 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.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
428 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
83 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.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
32 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
| All Students | 10% |
| Females | 12% |
| Males | 8% |
| African American | 4% |
| Asian | n/a |
| Filipino | 17% |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 11% |
| English learner | 3% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| 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 | 82% |
| Females | 85% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | 87% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 93% |
| Students with disability | 5% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 36% |
| Males | 48% |
| African American | 28% |
| Asian | n/a |
| Filipino | 60% |
| Hispanic or Latino | 37% |
| 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) | 56% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 55% |
| Students with disability | 21% |
| Students with no reported disability | 43% |
| English learner | 10% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| All Students | 54% |
| Females | 59% |
| Males | 49% |
| African American | 42% |
| Asian | 87% |
| Filipino | 62% |
| Hispanic or Latino | 44% |
| 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) | 72% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 72% |
| Students with disability | 18% |
| Students with no reported disability | 56% |
| English learner | 0% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 29% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 44% |
| Females | 43% |
| Males | 45% |
| African American | n/a |
| Asian | 50% |
| Filipino | 58% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | 7% |
| 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 | 1% |
| Females | 2% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 40% |
| Females | 42% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | 61% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 30% |
| All Students | 51% |
| Females | 47% |
| Males | 55% |
| African American | 48% |
| Asian | n/a |
| Filipino | 57% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 69% |
| Students with disability | 3% |
| Students with no reported disability | 57% |
| English learner | 5% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 47% |
| All Students | 79% |
| Females | 72% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | 75% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 79% |
| 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 | 100% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 87% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 26% |
| Females | 11% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 17% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| 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 | 52% |
| Females | 53% |
| Males | 49% |
| African American | 42% |
| Asian | 55% |
| Filipino | 71% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 66% |
| Students with disability | 18% |
| Students with no reported disability | 52% |
| English learner | 6% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 52% |
| All Students | 2% |
| Females | 2% |
| Males | 3% |
| African American | 0% |
| Asian | n/a |
| Filipino | 14% |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | 0% |
| Parent education - declined to state | 0% |
| All Students | 89% |
| Females | 80% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 88% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 59% |
| Males | 67% |
| African American | 58% |
| Asian | 55% |
| Filipino | 71% |
| 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) | 80% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 79% |
| Students with disability | 35% |
| Students with no reported disability | 64% |
| English learner | 8% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 53% |
| All Students | 42% |
| Females | 35% |
| Males | 50% |
| African American | 24% |
| Asian | n/a |
| Filipino | 50% |
| 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) | 56% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 54% |
| Students with disability | 9% |
| Students with no reported disability | 44% |
| English learner | 2% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 49% |
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 | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | 13% |
| Males | 10% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 64% |
| Females | 72% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | 76% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 38% |
| All Students | 51% |
| Females | 48% |
| Males | 54% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 72% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 43% |
| Females | 29% |
| Males | 57% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| 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 | 52% |
| Females | 52% |
| Males | 51% |
| African American | 39% |
| Asian | n/a |
| Filipino | 58% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 64% |
| Students with disability | 7% |
| Students with no reported disability | 54% |
| English learner | 4% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 43% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 49% |
| Females | 43% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | 47% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 71% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 43% |
| Males | 55% |
| African American | 33% |
| Asian | n/a |
| Filipino | 58% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 57% |
| Students with disability | 4% |
| Students with no reported disability | 52% |
| English learner | 6% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 32% |
| All Students | 36% |
| Females | n/a |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| 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.
539 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
540 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 | 87% |
| Females | 90% |
| Males | 85% |
| African American | 78% |
| Asian | 100% |
| Filipino | 94% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 100% |
| Students with disability | 28% |
| Tested with modifications | n/a |
| English learner | 39% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 89% |
| African American | 80% |
| Asian | 100% |
| Filipino | 97% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 95% |
| Students with disability | 29% |
| 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
Filipino
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 | 50% | 51% | ||
| White | 32% | 27% | ||
| Black | 8% | 7% | ||
| Asian | 7% | 11% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Two or more races | 1% | 3% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 63% | N/A | 54% |
| English language learners 2 | 9% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Vietnamese | 1% | 2% | ||
| Albanian | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
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2401 East Baristo Road
Palm Springs,
CA 92262
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Phone: (760) 778-0400
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