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Teacher quality
Principal leadership
Parent involvement
I feel the school has a lot of potential, if the district would support it more. New Superintendent? I saw him once last year and that was at the beginning of the school year, where he was late for his initial welcome. The teachers here sacrifice a lot to make the students successful, but parents have to realize this is not a daycare facility. So many parents just dump off their students only to later return to pick them up after 6pm? If you ask for a parent teacher conference good luck getting the parent to show. With the funding cuts, I think we are doing well, express your voice and tell the State to quit cutting funds. Leadership includes all that work or attend here, not just the few of us.
—Submitted by a teacher
This place is insane. Im currently in 7th grade on the middle school side and it was worse than last year. There are WAY more random fights, more assemblies on how we need to act, and...there have been 3 teacher assults. My math teacher got punched in the face, the PE teacher got "jumped" by three high school girls, and another one i choose not to say on here... The teachers here are amazing though and im always hearing about new ways to get into great colleges and im only in the 7th grade. They have an IB program and it has already made me realize what im going to do with my life. Its pretty unsafe here and i could explain more on why but im running out out characters to type with. Basically the teachers dont deserve the place and the students on the middle school side dont deserve the undivided attention and sacrafices that the teachers here make. If you want your kid going here for high school though, i highly recimend it!
While the former principal referenced certainly helped put Blair on the right road, Blair continues to focus on the important goals we all share. Having just received a six year WASC accredidation with no restrictions, we feel confident that the learning experience that was observed and investigated is what we DO offer all students enrolled.
—Submitted by a teacher
My daughter was in the first sixth grade class at Blair. It was a wonderful transition experience for her. Blair Middle School has a wonderful group of teachers. Very caring and supportive. My daughter is in 8th grade now. The new Blair Middle School is open and they've hired all new eight grade teachers. I sat in on their classes and I am impressed. They have high standards and expectations for the kids. I know my daughter will step up to the challenge. The new IB Spanish teacher is outstanding. I am very excited about what this year will bring. So is my daughter!
—Submitted by a parent
My son is new to Blair Middle School and this year so far has been the worst experience as of so far. It is the end of the 2nd week and the students still don't have their books, class sizes are 50+ students, I have received 4 electronic phone messages on 4 seperate days saying, "your child has been recorded as absent in one or more classes" by mistake, and the teacher do not communicate, and the whole school is understaffed! I'm taking my son out and finding a school where he will actually receive an education!
—Submitted by a parent
Blair has been a great school for both my boys. I have one in 8th and one in 11th grade. My children are very different when it comes to school one has learning difficulties and the other is in honors/AP, but at Blair both have received incredible amount of support from the top down to be the best they can be. Both are very involved in athletics and community service throught the school. Blair has excellent communication with parents and most teachers are very responsive and open to communication. It is a true partnership. Though Blair is under new leadership now and budget cuts have meant the loss of some very dedicated and innovative teachers and counselors, Blair will only improve. Though it is only rated a 5 there are other aspects that make it an 8 or above rather than API scores.
—Submitted by a parent
I have 2 children at Blair, one a Junior in the IB Diploma Program the other in seventh grade. I chose Blair IB for the IB Program and the school size. I like that the Middle and High School are under the same direction yet seperated by the different campuses, I have no concerns for my childrens safety. I can not sing enough praises about the prinicipal. He is a visible presence in the mornings greeting the kids, reminding/enforcing the uniform policy and getting them to their classes. The teachers I would rate as good to great. I have visited many classrooms and have always felt welcomed and as a partner in my childrens education. The sports programs have room for improvement, good news is they are. Go Vikings.... The parents are encouraged to be involved and there are many areas and opportunites to do so from Hospitality to School Design..
—Submitted by a parent
We've been coming here since my daughter was in 7th grade. She's in 10th now. Excellent principal, great teachers, a parent/volunteer coordinator par excellence to keep parents switched in, and a student body of supportive kids. It has been frustrating over the last few years to fight off rear actions from the district, but the worst seems to be behind us. These state-wide budget cuts are a stain on the state and the city, but the team at Blair (or what's left of them) will persevere. We're drawn by the IB program, the drama department, and the swimming pool. Although there's no money for a coach, kids are getting up at 5:30 am on their own initiative and getting laps in, with the principal's support and encouragement. They never did that at my high school. Look for the new middle school, being built now!
—Submitted by a parent
Some distinguishing programs at Blair IB Magnet (6th-12th grade) are the IB Diploma and Middle Years Programme, the Health Careers Academy and JROTC. Both the Culinary Arts and the Drama/Choir Departments offer very enriching experiences and the Instrumental Music and Athletic Departments are improving. This school is growing stronger year by year despite a lack of consistent district support. The Blair IB Magnet community is extremely committed to the vision of building a world class education for all students and that goal keeps them focused and moving in the right direction despite these difficult financial times. The recent passage of a district facilities bond means that Blair's Middle School Campus is scheduled to be rebuilt starting fall of '09 and promises to provide amazing facilities for the 6th-8th grade students. The bond money will then be applied to improvements on the high school campus including a new 9th wing.
—Submitted by a parent
The IB staff at Blair IB Magnet prepared me for the challenging and rigorous classes that I have come to encounter while attending college for the past two years. Both the staff and the students involved in the IB program put all their time and effort into making the program a great success. And, my experience with extra curricular activites, such as ASB, choir, and swim team, have helped me develop good leadership and social skills.
—Submitted by mariel moreno, a student
I graduated from Blair IB Magnet in 2007 and have since traveled the world with the global education program Up With People, as well as just finished my first year at Muhlenberg College in Allentown, PA. While attending Blair, I had some pretty fabulous, intelligent teachers in the IB program who prepared me for college and always put 110% into every class! And, I had an amazing experience performing with Blair's award-winning Performance Choir every year in Ovations!
—Submitted by a student
This school has a terrific principal and great potential, but has been held back by indifferent support from the district, which has many problems to deal with. The signature IB program is under fire from bureaucrats who only seem to care about test scores and not about attracting students who would otherwise attend private schools. It is a great school for my child, but it could be better, in my opinion.
—Submitted by a parent
Blair IB Magnet has been a wonderful place for my son. He is entering his senior year in the rigorous IB Diploma program, which offers both IB and AP tests in most of the subjects. The math department hasn't been as strong as we'd prefer, but this was partly due to district issues and partly because it is extremely hard to find good math teachers. Overall, we've been very pleased.
—Submitted by a parent
Blair is a very dynamic school, which is led by a can-do, involved principal. Students are known individually by faculty and staff, and students of all ability levels are encouraged to succeed. Standards are high, and, though standards are not yet uniformly met, motivation and a sense of purpose are evident among teachers and parents. Students respond to the atmosphere of caring and discipline. There is still much to be done, but, having come from 18 years of private schools, we would not go back.
—Submitted by a parent
Blair IB Magnet has so much potential! After commiting to six years, we had so hoped it would have reached it sooner. Alas, this is our last year and our student will be going to college 'in spite' of the lack of counseling support and adequate college prep*. Where the acceptance letter/s will come from remains to be seen. *Advanced Placement and International Baccalaureate programs are offered but not really up to standards. *Math program has been extremely weak! *Fabulous Science Instruction! We wish Blair all the best in reaching it's goal to becoming a premier school!
—Submitted by a parent
We've just entered at the 7th grade and couldn't be more enthusiastic and relieved about our daughter's transition from elementary to middle school. Blair has my daughter involved in two sports and music that we had needed to drive all over town for up to now. Her teachers are immediately accessible; her classes are challenging and engaging; the morale among the students is high; the environment feels safe and respectful; the parents are eager to participate and interact. We're off to a great start of a six year relationship.
—Submitted by a parent
My daughter is in her second year (10th grade) at Blair and our experience has been wonderful. All it takes is one meeting with Principal Boccia to understand why he is 2005 State Principal of the Year and a 2006 nominee for National Principal of the Year. He is visible as well as involved with parents, staff and students, greeting them as they arrive at school, at lunch and throughout the day. This is why parent involvement is high! It is a pleasure serving a man and staff who passionately serves our children with excellence. The choir program is excellent! They put on a top-notch musical at PCC this year. And in one year, we've seen the Varsity Football team go from miserable to highly competative! The Blair Learns afterschool program is the highest rated in the city. And the IB program provides one of the best educational experiences available.
—Submitted by a parent
Blair's test scores have risen 99 points over the past three years. Enrollment is way up...with waiting lists at both 7th and 9th grade. Under the effective leadership of Principal Rich Boccia this school has made a remarkable turn-around. For his work at Blair, Rich Boccia has received many awards including Best Principal of the Year in the state of California. A uniform dress code policy (consisting of khaki bottoms and a green, gold, white, or black solid collared polo shirt) is credited with creating a calm, orderly, safe and focused campus environment where students are actively engaged in learning. The staff, students and parents are committed to the goals of the International Baccalaureate School Design Model. Blair offers a variety of both AP & IB courses allowing students plenty of opportunity for rigorous coursework. Also...lots of extra-curricular activities in sports and the arts. The future looks bright for Blair
—Submitted by a parent
I am concerned with the low test scores. On a statewide comparison this school rates in the 30th percentile. That is the bottom third tier for California High Schools. That means Blair High School is among the worst in California. What happened to this School. I have had four children graduate from Blair, and I remember back in the early 1980's under the Parcell administration, when Blair High was ranked among the best and led the district in testing scores. All the Advanced Placement Classes are gone and the programs that generated high results are no longer offered. As far as the leadership and the current principal? The principal seems to be trying, considering the hand he has been dealt, but obviously something is not working. The standard and expectation for excellence needs to be higher and you can not achieve this without better curriculum.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
154 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 86% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
125 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 49% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
145 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
132 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 25% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
196 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.
206 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.
41 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
57 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.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
147 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.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
55 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
138 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 | 49% |
| Females | 58% |
| Males | 40% |
| African American | 44% |
| Asian | n/a |
| Filipino | n/a |
| 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) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 6% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 27% |
| All Students | 40% |
| Females | 46% |
| Males | 35% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| 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 | 35% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 0% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 33% |
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 | 54% |
| 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 no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| 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 | 36% |
| Females | 41% |
| Males | 32% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 4% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 21% |
| All Students | 20% |
| Females | 21% |
| Males | 19% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| 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 | 18% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 9% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
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 | 32% |
| Females | 29% |
| Males | 35% |
| African American | 35% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| 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 | 26% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| 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 | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 49% |
| Females | 56% |
| Males | 42% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| 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) | 83% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 0% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 22% |
| Females | 19% |
| Males | 25% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 31% |
| Students with disability | 12% |
| Students with no reported disability | 25% |
| English learner | 6% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 53% |
| Males | 42% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 66% |
| Students with disability | 16% |
| Students with no reported disability | 52% |
| English learner | 0% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
| All Students | 60% |
| Females | 62% |
| Males | 58% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | 7% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
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 | 14% |
| Females | 13% |
| Males | 15% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| 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) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 4% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 73% |
| 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 | 73% |
| 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 | 32% |
| Females | 31% |
| Males | 35% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 47% |
| Students with disability | 16% |
| Students with no reported disability | 34% |
| English learner | 0% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
| 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 | 43% |
| Females | 44% |
| Males | 41% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 56% |
| Students with disability | 21% |
| Students with no reported disability | 44% |
| English learner | 0% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| 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 | 43% |
| Females | 52% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| 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 | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| 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 | 7% |
| Females | 8% |
| Males | 6% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 5% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 13% |
| 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 | 6% |
| All Students | 49% |
| Females | 40% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| 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 | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 28% |
| Females | n/a |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| 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 | 13% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | 22% |
| 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 | 10% |
| Females | 6% |
| Males | 15% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 20% |
| Students with disability | 8% |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 15% |
| Females | n/a |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| 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 | 38% |
| Females | 46% |
| Males | 30% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| 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 | 30% |
| Non-economically disadvantaged | 70% |
| Students with disability | 45% |
| Students with no reported disability | 38% |
| English learner | 8% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 2% |
| Females | 3% |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | 6% |
| 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 | 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 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 | 34% |
| Females | 30% |
| Males | 38% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 10% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 29% |
| Females | 26% |
| Males | 32% |
| African American | 26% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 56% |
| Students with disability | 17% |
| Students with no reported disability | 30% |
| English learner | 6% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
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 | 8% |
| 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 | 9% |
| 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 | 10% |
| Females | 5% |
| Males | 16% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| 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 | 33% |
| Females | 37% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 0% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 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 | 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 | 49% |
| Females | 43% |
| Males | 54% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| 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 | 42% |
| Non-economically disadvantaged | 65% |
| Students with disability | 13% |
| Students with no reported disability | 53% |
| English learner | 0% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 5% |
| Females | 0% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | 0% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 6% |
| 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 | 73% |
| Females | 79% |
| Males | 67% |
| 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 | 81% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| 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 | 54% |
| Females | 47% |
| Males | 61% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 38% |
| Males | 51% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| 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 | 40% |
| Non-economically disadvantaged | 57% |
| Students with disability | 11% |
| Students with no reported disability | 50% |
| English learner | 0% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
| 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.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
155 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 | 71% |
| Females | 74% |
| Males | 68% |
| African American | 78% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 30% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 74% |
| Females | 74% |
| Males | 74% |
| African American | 69% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 86% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 43% |
| 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 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
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 | 54% | 51% | ||
| Black | 28% | 7% | ||
| White | 7% | 27% | ||
| Asian | 6% | 11% | ||
| Two or more races | 4% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 65% | N/A | 54% |
| English language learners 2 | 13% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Korean | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 85% | N/A | 96% |
| Emergency credential or waiver | 9% | N/A | 2% |


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Pasadena,
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