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GreatSchools Rating

Blair High School

Public | 6-12

 
 

Living in Pasadena

Situated in an inner city neighborhood. The median home value is $406,300. The average monthly rent for a 2 bedroom apartment is $1,580.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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33 reviews of this school


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Posted August 25, 2013

This school was a really great experience for me. The teachers are wonderful. Also, the school's diversity is amazing. Not only that, it's campus is small compared to other high schools. It's very homely and you know everyone there. The staff is really nice. Although this school has some cons, I still enjoyed it. Thank you Blair!


Posted August 12, 2013

My daughter entered Blair as a 6th grader in 2011. Despite the budget cuts from the State, she has received a quality education at Blair. It s not just her test scores that reflect her learning but the types of projects/assignments she works on and the way she talks about her teachers and what is she is learning in class. Her 6th and 7th grade teachers had great classroom management, were highly organized, resourceful, talented and most important committed to high quality education for the students at Blair. The teaching staff have been extremely supportive and accessible in person and through email. The Vice Principal Mrs. Brambila is an visionary adminstrator with dynamic school leadership. I know there are concerns about the social environment, but with any school, it s about the choices your child makes. We are thankful that our daughter has a good group of friends that she connected with at Blair. Like with any child, parent(s) have to be involved in their childrens education.
—Submitted by a parent


Posted August 12, 2012

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


Posted March 25, 2012

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!


Posted September 12, 2011

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


Posted September 5, 2011

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


Posted October 9, 2010

It's a public school with a private school attitude.
—Submitted by a parent


Posted September 24, 2010

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


Posted August 29, 2010

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


Posted March 19, 2010

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


Posted March 19, 2010

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


Posted May 27, 2009

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


Posted May 27, 2009

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 a student


Posted May 27, 2009

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


Posted May 26, 2009

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


Posted July 28, 2008

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


Posted May 30, 2008

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


Posted August 28, 2007

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


Posted October 14, 2006

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


Posted October 12, 2006

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


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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

710

Change from
2012 to 2013

+3

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

710

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+3

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

3 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 60% in 2013.

150 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
49%

2011

 
 
42%

2010

 
 
43%
Math

The state average for Math was 55% in 2013.

150 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
40%

2011

 
 
47%

2010

 
 
41%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

25 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
54%

2011

 
 
n/a

2010

 
 
21%
English Language Arts

The state average for English Language Arts was 60% in 2013.

141 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
36%

2011

 
 
46%

2010

 
 
67%
Math

The state average for Math was 52% in 2013.

114 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
20%

2011

 
 
34%

2010

 
 
29%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

47 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
32%

2011

 
 
26%

2010

 
 
27%
English Language Arts

The state average for English Language Arts was 57% in 2013.

131 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
49%

2011

 
 
47%

2010

 
 
55%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

82 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
22%

2011

 
 
17%

2010

 
 
28%
Geometry

The state average for Geometry was 85% in 2013.

14 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
n/a

2011

 
 
63%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

143 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
47%

2011

 
 
52%

2010

 
 
51%
Science

The state average for Science was 67% in 2013.

131 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
60%

2011

 
 
44%

2010

 
 
55%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2013.

126 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
14%

2011

 
 
10%

2010

 
 
16%
Algebra II

The state average for Algebra II was 65% in 2013.

2013

 
 
n/a

2012

 
 
73%

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

185 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
32%

2011

 
 
35%

2010

 
 
32%
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

184 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
43%

2011

 
 
46%

2010

 
 
53%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

52 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
43%

2011

 
 
55%

2010

 
 
54%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

50 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
7%

2011

 
 
11%

2010

 
 
7%
Algebra II

The state average for Algebra II was 39% in 2013.

35 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
49%

2011

 
 
50%

2010

 
 
30%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

26 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
28%

2011

 
 
25%

2010

 
 
31%
Chemistry

The state average for Chemistry was 46% in 2013.

109 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
10%

2011

 
 
13%

2010

 
 
23%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
15%

2011

 
 
0%

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

153 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
38%

2011

 
 
39%

2010

 
 
37%
Geometry

The state average for Geometry was 15% in 2013.

58 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
2%

2011

 
 
21%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
85%
Science

The state average for Science was 54% in 2013.

156 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
34%

2011

 
 
42%

2010

 
 
44%
World History

The state average for World History was 46% in 2013.

150 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
29%

2011

 
 
35%

2010

 
 
30%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

13 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
8%

2011

 
 
20%

2010

 
 
8%
Algebra II

The state average for Algebra II was 15% in 2013.

45 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
10%

2011

 
 
16%

2010

 
 
8%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

30 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
33%

2011

 
 
53%

2010

 
 
53%
Chemistry

The state average for Chemistry was 32% in 2013.

22 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
6%

2010

 
 
3%
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

122 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
49%

2011

 
 
37%

2010

 
 
50%
Geometry

The state average for Geometry was 8% in 2013.

36 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
5%

2011

 
 
5%

2010

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

27 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
73%

2011

 
 
48%

2010

 
 
52%
Physics

The state average for Physics was 58% in 2013.

51 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
54%

2011

 
 
47%

2010

 
 
51%
U.S. History

The state average for U.S. History was 50% in 2013.

125 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
44%

2011

 
 
39%

2010

 
 
58%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students48%
Females47%
Males49%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged42%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability49%
English learner0%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate32%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)33%
Parent education - college graduate84%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Math

All Students38%
Females34%
Males42%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged26%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability39%
English learner0%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate15%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)23%
Parent education - college graduate68%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students76%
Females73%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged77%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females53%
Males38%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability48%
English learner6%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate43%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)45%
Parent education - college graduate32%
Parent education - graduate school/post graduate73%
Parent education - declined to state29%

Math

All Students20%
Females24%
Males15%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability20%
English learner6%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduate20%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)22%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students32%
Females29%
Males35%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students38%
Females46%
Males30%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged26%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability39%
English learner0%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate28%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)30%
Parent education - college graduate59%
Parent education - graduate school/post graduate67%
Parent education - declined to state19%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Females3%
Males7%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability6%
English learner6%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Geometry

All Students86%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students40%
Females38%
Males41%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged29%
Non-economically disadvantaged69%
Students with disability13%
Students with no reported disability43%
English learner10%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate30%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)23%
Parent education - college graduate70%
Parent education - graduate school/post graduate58%
Parent education - declined to state25%

Science

All Students44%
Females38%
Males51%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged33%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability44%
English learner11%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate36%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)30%
Parent education - college graduate73%
Parent education - graduate school/post graduate72%
Parent education - declined to state24%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students11%
Females8%
Males12%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability10%
English learner15%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)12%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students32%
Females36%
Males28%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged23%
Non-economically disadvantaged59%
Students with disability5%
Students with no reported disability35%
English learner0%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate10%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)35%
Parent education - college graduate44%
Parent education - graduate school/post graduate69%
Parent education - declined to state26%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students46%
Females48%
Males42%
African American49%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged35%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability46%
English learner0%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate19%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)58%
Parent education - college graduate58%
Parent education - graduate school/post graduate69%
Parent education - declined to state64%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students29%
Females18%
Males42%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students6%
Females8%
Males4%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability6%
English learner7%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students26%
Females21%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students35%
Femalesn/a
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students7%
Females3%
Males10%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged5%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)9%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students41%
Females44%
Males39%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged39%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability42%
English learner9%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate21%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)47%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Geometry

All Students7%
Females0%
Males12%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students39%
Females33%
Males47%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged38%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability40%
English learner9%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate25%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)51%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

World History

All Students29%
Females22%
Males36%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged27%
Non-economically disadvantaged35%
Students with disability8%
Students with no reported disability31%
English learner8%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate22%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)35%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students15%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability15%
English learner18%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students18%
Females13%
Males23%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students43%
Females41%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students42%
Females45%
Males39%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability43%
English learner5%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)50%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

Geometry

All Students3%
Females0%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability3%
English learner7%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

High School (Summative) Mathematics (Grade 9-11)

All Students63%
Females57%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students47%
Females33%
Males59%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students44%
Females42%
Males47%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged58%
Students with disability18%
Students with no reported disability47%
English learner10%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)55%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

163 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
71%

2011

 
 
79%

2010

 
 
78%
Math

The state average for Math was 84% in 2013.

159 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
74%

2011

 
 
78%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students74%
Females76%
Males71%
Gender Unknownn/a
African American78%
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged70%
Non-economically disadvantaged85%
Economic Status Unknownn/a
Students with disability20%
Tested with modificationsn/a
English learner19%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students82%
Females80%
Males84%
Gender Unknownn/a
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged78%
Non-economically disadvantaged94%
Economic Status Unknownn/a
Students with disability36%
Tested with modificationsn/a
English learner58%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 54% 52%
Black 28% 6%
Asian or Asian/Pacific Islander 7% 11%
White 7% 26%
Two or more races 3% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 13%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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1201 South Marengo Avenue
Pasadena, CA 91106
Website: Click here
Phone: (626) 396-5820

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