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GreatSchools Rating

Marshall Fundamental School

Public | 6-12

 
 

Living in Pasadena

Situated in an inner city neighborhood. The median home value is $453,000. The average monthly rent for a 2 bedroom apartment is $1,400.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted September 26, 2013

Marshall is a friendly and well-organized school for its size and provides education for over 2,000 students from 6th through 12th grade. College prep designed courses start in 6th grade, music programs are very strong and staff always seems available to answer questions.
—Submitted by a parent


Posted September 10, 2013

First month at school. Daughter is in Honors 7th Grade. She didn't receive any of her text books till the 3rd week. Her gym locker was broken into and her scooter was stolen. Just giving you the facts.
—Submitted by a parent


Posted January 9, 2013

Wow, where do I begin? A few years ago I left a review on this page (I was a freshman at the time) and now i'm a senior. Yes, a senior can you believe it? The years have gone by so fast. Faster than expected actually. I have been here since the 7th grade and have loved this school since. I've met so many amazing friends that have now become family and teachers that all genuinely care about me and my education. It's been rocky along the way but with the help from the Marshall community I was able to get this far. The days are getting closer and closer to the day I graduate, the day that I do graduate I will be proud to say that I graduated an Eagle! We're almost there Class of 2013! Just a little bit longer!:)


Posted August 5, 2012

Marshall is an amazing school. I am currently going to be in high school this year, and I must say, my middle school experience has been amazing. The teachers actually care about their students and push them to try their hardest. Marshall was the first (and i believe the only) to have and AP Prep class for 6th grade (there are actually 3). The orchestra/band and choir classes are wonderful (I've been in both) the teachers will give you songs that you wouldn't expect to hear from middle school students. The teachers are brilliant. If you are in AP classes, once you start the transition into 7th grade, you get summer homework. It's not always easy, but I like the fact that they give it to us because it keeps you challenged throughout the summer and you continue an education even when you are not in school. The classes are interesting, and the teachers will do whatever they can to help you understand the work that comes along with the class. All in all, I adore Marshall and it's a wonderful school to help prep for college. You don't find "cliques" at Marshall, so being excluded is not an issue, many people are very warm and welcoming to new students. Bullying is scarce. 5/5 stars


Posted July 15, 2010

The music program at Marshall is one of the most amazing institutes I've ever been in! The leadership in band is like no other! This marching season we sadly lost our band director, leaving us with a substitute Teacher until we were able to Find a new director. During that time the members of the marching band took responsibility of the entire music program, which included beginning courses in band and orchestra, which consists of mainly junior high kids. The band members became stand in teachers and taught the beginning and intermediate classes by themselves for about 2 months. After they pulled off such a miraculous feat, the marching band went off to win 1st place in competitions. The music program is really out of this world at Marshall. Music is considered to be a great asset to Marshall, so it's always appreciated by school officials. I rate Marshall music 5*s


Posted October 5, 2009

Marshall encourages academic excellence for all of its students. I am proud to be a part of its fine staff!
—Submitted by a parent


Posted September 9, 2009

I am a retired teacher from Marshall who maintains substantial contact with the school in both paid and volunteer capacities. The strong academic/AP program, the high degree of parent involvement, and the very active music program all stand out. Underlying all these is the strong leadership (administrators) which took charge about five years ago. What a pleasure it has been to witness a school which has been transformed for the better during the past five years. I would be remiss not to mention the impressively large number of simply wonderful young people who are our students; their high caliber makes the rest possible.


Posted January 28, 2009

wow! I have a 12th, 10th and 8th grader and one who graduateded in 2006 , as is now attending the United States Merchant Marine Academy at Kings Point New York , Marshall has definaetly been a very big part of our lives for the past 8 years and even to find the right words to express my love and appreciation for the awesome teachers ,and staff and parents that volunteer and not to mention the great students we have from all diverse backgrounds, Marshall has great Teachers that work very hards to help all students acheive their highest goals ,dreams and potiential to get them ready for the real world ,not only acedemecly but socialy as well , my sons and daughter have all been a part of Marshalls AP programs and honor classes , and clubs and even what they Love the most,Sports!Thank You Marshall & God Bless You.
—Submitted by a parent


Posted November 13, 2008

i went to marshall since 6th grade and i am now an 8th grader attending at a different school because we moved but i honestly would do anything to return to that school. i had very good teachers an got along with all of them. they made me fell comfortable in discussing stuff. i had many very good friends. i love Marshall =]]
—Submitted by a student


Posted October 22, 2008

My daughter entered the 6th grade at Marshall this year and I can proudly say that she is loving it. She is constantly challenged, and many assignments involve working as a team with other students. I am thrilled at the enthusiasm my daughter has to go to school each day. We did begin in a local private school, but early on found Pasadena schools have far more to offer. We look forward to a great education for many years to come.
—Submitted by a parent


Posted October 20, 2008

My son is in the 9th grade and has come from private school to Marshal. We could no longer afford private school due to finances. I was concerned when he first started that he would not be challenged enough. To the contrary, he has excellent classes and teachers in the honors program and appears to be blending in successfully with the other students. He has already made new friends. I couldn't be happier with the way things have turned out.
—Submitted by a parent


Posted September 9, 2008

Although I would rather have given the school 3 and 1/2 stars, I believe that this school has qualities not acquirable by most well-off schools in the higher-grade districts. The relationship between students with each other and with teachers is likely to be found no where. Students are encouraged to be themselves and find their own talents/strengths, unlike many vigorous schools that focus too much on the letter grade and what's on paper rather than on the individual child/student. The reason, however, that it is not, in my opinion, 4 or 5 stars is that some (1/4 of the) teachers simply don't do their job correctly. There is not enough vigor and competitiveness in the classrooms because teachers will often give out easy A's and not push the students to actually learn the subject. There are, of course, many exceptions--some of the teachers are simply brilliant.
—Submitted by a student


Posted March 1, 2008

I currently have 2 students at Marshall and have been very pleased with the academic rigor to which they are exposed. They are challenged in their AP and honors classes and have had wonderful experiences in band and on various sports teams. Any student who attends Marshall has the opportunity to excel and flourish academically. Those who are the most successful have parents and/or guardians who view their child's education as a partnership so they are active and stay in communication with the staff as well as keep abreast of school happenings. For those who are wondering...I've not once been worried for the safety of my children and I'll happily send my youngest there in another year.
—Submitted by a parent


Posted February 29, 2008

I been attending marshall since 6th grage i am now a senior for class of 2008. Marhsall is one of the best school ever .Stdent ther have a very safe enviroment and the school staff is the most friendlies.
—Submitted by a student


Posted August 16, 2007

I'm a 2007 graduate of Marshall. I am now in my plebe year at the U.S. Naval Academy. Marshall has definitly help me learn how to interact with different cultures and has prepared me for the diverse ethnicity in the military.


Posted July 21, 2007

My daughter has attended Marshall since 6th grade and came there with 85% of her graduating class from Dom Benito Elementary. They opened a couple new honor classes for them and she continues to be with many of her peers from Kindergarten. We are very happy at Marshall and much more so than with PHS that my other daughter attended. Marshall is well run with top-notch leadership. My daughter is now in the AP program and we are extremely impressed with all her teachers. She is part of the art club and going on a trip to Europe with her art teacher. Great art, music, and theatre programs at Marshall also! I would definitely reccommend it.
—Submitted by a parent


Posted July 20, 2007

Yes, I do agree with the parent reviews for Marshall Fundamental School. My daughter have attended since 8th grade, September 2005. I do agree with 1 of the parent review about students standing on the corner near the store, dropping & picking up is ridiculous, traffic congestion, staff turnover, better traffic supervision near the school, dress code, etc. This fall, my daughter willn't be returning back to Marshall, she will be attending another high school in the district.
—Submitted by a parent


Posted January 12, 2006

This is our third year at Marshall's Middle School. The quality of the academic programs continues to be top-notch. We have found that even at the middle school level, Marshall offers many extracurricular activities including band, choir, orchestra, sports, art, Spanish & French, computer, and drama. The music program this year is stronger than ever! In addition to the various electives that Marshall offers its students, there are also several clubs such as drama, film, art, chess, science, etc. that they can join. The current level of parent involvement has grown ten-fold since our first year at Marshall. This year the PTA has enlisted a Volunteer Coordinator that communicates areas in need of assistance and coordinates with the parents to fulfill those needs. In summary, we love Marshall! We look forward to continuing on this Fall in the High School program.
—Submitted by a parent


Posted July 17, 2005

pretty big,good teachers,as far as i've seen not too bad.
—Submitted by a former student


Posted April 27, 2005

I was quite nervous about my 7th grader starting at Marshall, primarily due to the combination of high school students, racial issues, dress code (or lack there of) and the lack of 'community' that one fosters at an elementary school. I, however, would like to see six areas addressed: 1)a definite dress code ENFORCED(possibly uniforms); 2)better management of the students hanging out on the corner of that store; 3) better supervision on the street corners, especially w/ regard to crossing in traffic. Students will walk against the light, some very slowly w/o regard to cars; 4)better drop-off/pick-up of students. Some parents will hold up the entire line of traffic to drop off a child. 5) the number of times that 'substitute' teachers are in the classroom is somewhat disconcerting; and 6)the inability of teachers to control the student(s) who are disruptive and thus punish the entire class.
—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

765

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

4 / 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

765

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

-1

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 2012 and Spring 2013. 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)

6 / 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)

4 / 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.

237 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
54%

2011

 
 
60%

2010

 
 
54%
Math

The state average for Math was 55% in 2013.

236 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
50%

2011

 
 
54%

2010

 
 
52%
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.

33 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
82%

2011

 
 
87%

2010

 
 
53%
English Language Arts

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

235 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
62%

2011

 
 
61%

2010

 
 
51%
Math

The state average for Math was 52% in 2013.

203 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
47%

2011

 
 
43%

2010

 
 
26%
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.

146 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
16%

2011

 
 
21%

2010

 
 
8%
English Language Arts

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

257 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
57%

2011

 
 
60%

2010

 
 
52%
General Mathematics (Grades 6 & 7 Standards)

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

85 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
13%

2011

 
 
11%

2010

 
 
9%
Geometry

The state average for Geometry was 85% in 2013.

43 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%

2011

 
 
74%

2010

 
 
78%
History - Social Science Grade 8 Cumulative

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

281 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
50%

2011

 
 
54%

2010

 
 
47%
Science

The state average for Science was 67% in 2013.

256 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
67%

2011

 
 
66%

2010

 
 
53%
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.

98 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
6%

2011

 
 
6%

2010

 
 
15%
Algebra II

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

35 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
44%

2011

 
 
72%

2010

 
 
54%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
74%

2011

 
 
64%

2010

 
 
62%
Earth Science

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

94 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
16%

2011

 
 
12%

2010

 
 
14%
English Language Arts

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

251 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
63%

2011

 
 
66%

2010

 
 
64%
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

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

118 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
33%

2011

 
 
36%

2010

 
 
40%
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.

45 students were tested at this school in 2013.

2013

 
 
16%
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.

41 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
2%

2010

 
 
3%
Algebra II

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

102 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
11%

2011

 
 
22%

2010

 
 
15%
Biology/Life Sciences

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

132 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
3%

2011

 
 
15%

2010

 
 
5%
Chemistry

The state average for Chemistry was 46% in 2013.

133 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
55%

2011

 
 
42%

2010

 
 
53%
Earth Science

The state average for Earth Science was 35% 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 52% in 2013.

257 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
67%

2011

 
 
55%

2010

 
 
60%
Geometry

The state average for Geometry was 15% in 2013.

76 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
4%

2011

 
 
5%

2010

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

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

37 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
62%

2011

 
 
72%

2010

 
 
92%
Science

The state average for Science was 54% in 2013.

256 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
42%

2011

 
 
50%

2010

 
 
49%
World History

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

269 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
42%

2011

 
 
37%

2010

 
 
44%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

85 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
4%

2011

 
 
1%

2010

 
 
6%
Biology/Life Sciences

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

97 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%

2011

 
 
80%

2010

 
 
90%
Chemistry

The state average for Chemistry was 32% in 2013.

112 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
34%

2011

 
 
37%

2010

 
 
28%
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.

231 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
60%

2011

 
 
62%

2010

 
 
53%
Geometry

The state average for Geometry was 8% in 2013.

28 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
4%

2010

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

117 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
40%

2011

 
 
49%

2010

 
 
62%
Physics

The state average for Physics was 58% in 2013.

30 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
8%

2011

 
 
11%

2010

 
 
33%
U.S. History

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

246 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
65%

2011

 
 
64%

2010

 
 
64%
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 Students69%
Females72%
Males66%
African American70%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged55%
Non-economically disadvantaged95%
Students with disability38%
Students with no reported disability71%
English learner13%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate43%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)86%
Parent education - college graduate79%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students65%
Females65%
Males66%
African American65%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged50%
Non-economically disadvantaged95%
Students with disability50%
Students with no reported disability66%
English learner13%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate33%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)74%
Parent education - college graduate86%
Parent education - graduate school/post graduate84%
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 Students78%
Females75%
Males81%
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)73%
Economically disadvantaged71%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented82%
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 graduate94%
Parent education - declined to staten/a

English Language Arts

All Students56%
Females60%
Males52%
African American63%
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)80%
Economically disadvantaged44%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability57%
English learner8%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate26%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)57%
Parent education - college graduate65%
Parent education - graduate school/post graduate95%
Parent education - declined to state55%

Math

All Students42%
Females41%
Males43%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged34%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability43%
English learner4%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate23%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)39%
Parent education - college graduate45%
Parent education - graduate school/post graduate70%
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 Students27%
Females21%
Males33%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged22%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented38%
Parent education - not a high school graduate10%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)14%
Parent education - college graduate33%
Parent education - graduate school/post graduate47%
Parent education - declined to staten/a

English Language Arts

All Students54%
Females55%
Males52%
African American65%
Asian100%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged44%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability54%
English learner0%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate36%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)59%
Parent education - college graduate73%
Parent education - graduate school/post graduate83%
Parent education - declined to state33%

General Mathematics (Grades 6 & 7 Standards)

All Students15%
Females19%
Males11%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability19%
English learner0%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students93%
Females88%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged90%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented96%
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 graduate100%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students47%
Females46%
Males49%
African American41%
Asian100%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged36%
Non-economically disadvantaged76%
Students with disability14%
Students with no reported disability51%
English learner0%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate28%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)43%
Parent education - college graduate66%
Parent education - graduate school/post graduate76%
Parent education - declined to state32%

Science

All Students65%
Females64%
Males68%
African American69%
Asian100%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged56%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability66%
English learner0%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate47%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)68%
Parent education - college graduate79%
Parent education - graduate school/post graduate89%
Parent education - declined to state40%
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 Students5%
Females2%
Males7%
African Americann/a
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 disadvantaged6%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)17%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students55%
Females50%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged27%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented52%
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 graduate71%
Parent education - declined to staten/a

Biology/Life Sciences

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

Earth Science

All Students5%
Females5%
Males5%
African Americann/a
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 disadvantaged3%
Non-economically disadvantaged20%
Students with disability0%
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

English Language Arts

All Students62%
Females66%
Males56%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged52%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability62%
English learner0%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate38%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)68%
Parent education - college graduate72%
Parent education - graduate school/post graduate87%
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 Students32%
Females31%
Males31%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged25%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate19%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)39%
Parent education - college graduate30%
Parent education - graduate school/post graduate32%
Parent education - declined to state31%

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 Students16%
Females13%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
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 Students2%
Females0%
Males4%
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 disadvantaged3%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only4%
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 state0%

Algebra II

All Students11%
Females9%
Males13%
African Americann/a
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)25%
Economically disadvantaged10%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented18%
Parent education - not a high school graduate0%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)0%
Parent education - college graduate29%
Parent education - graduate school/post graduate13%
Parent education - declined to state0%

Biology/Life Sciences

All Students13%
Females13%
Males13%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino7%
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 disadvantaged30%
Students with disability12%
Students with no reported disability13%
English learner3%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate7%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)17%
Parent education - college graduate42%
Parent education - graduate school/post graduate8%
Parent education - declined to state0%

Chemistry

All Students48%
Females44%
Males52%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged33%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate17%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)25%
Parent education - college graduate54%
Parent education - graduate school/post graduate85%
Parent education - declined to state36%

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 Students59%
Females63%
Males54%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged49%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability58%
English learner0%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate48%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)57%
Parent education - college graduate77%
Parent education - graduate school/post graduate83%
Parent education - declined to state39%

Geometry

All Students3%
Females5%
Males0%
African Americann/a
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 disadvantaged1%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students62%
Females52%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged50%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented59%
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 graduate64%
Parent education - declined to staten/a

Science

All Students53%
Females51%
Males54%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged41%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability53%
English learner0%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate38%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)54%
Parent education - college graduate80%
Parent education - graduate school/post graduate74%
Parent education - declined to state32%

World History

All Students39%
Females31%
Males49%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged29%
Non-economically disadvantaged67%
Students with disability21%
Students with no reported disability41%
English learner0%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate25%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)35%
Parent education - college graduate66%
Parent education - graduate school/post graduate63%
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 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

Algebra II

All Students0%
Females0%
Males0%
African American0%
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 disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talented0%
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students87%
Females88%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged86%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate84%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)77%
Parent education - college graduate100%
Parent education - graduate school/post graduate93%
Parent education - declined to state100%

Chemistry

All Students26%
Females33%
Males18%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged17%
Non-economically disadvantaged50%
Students with disability7%
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate14%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)40%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

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 Students61%
Females64%
Males59%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged55%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate49%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)71%
Parent education - college graduate69%
Parent education - graduate school/post graduate100%
Parent education - declined to state47%

Geometry

All Students0%
Females0%
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

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

All Students25%
Females25%
Males24%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged18%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented40%
Parent education - not a high school graduate19%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)26%
Parent education - college graduate42%
Parent education - graduate school/post graduate28%
Parent education - declined to state0%

Physics

All Students10%
Females0%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
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 disability12%
English learnern/a
Fluent-English proficient and English only12%
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

U.S. History

All Students59%
Females60%
Males58%
African American52%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged53%
Non-economically disadvantaged78%
Students with disability15%
Students with no reported disability63%
English learner0%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate49%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)66%
Parent education - college graduate68%
Parent education - graduate school/post graduate78%
Parent education - declined to state45%

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.

266 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
90%

2011

 
 
91%

2010

 
 
90%
Math

The state average for Math was 84% in 2013.

270 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
87%

2011

 
 
91%

2010

 
 
90%
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 Students90%
Females92%
Males88%
Gender Unknownn/a
African American96%
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged87%
Non-economically disadvantaged99%
Economic Status Unknownn/a
Students with disability53%
Tested with modificationsn/a
English learner45%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females82%
Males84%
Gender Unknownn/a
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to state91%
Economically disadvantaged79%
Non-economically disadvantaged92%
Economic Status Unknownn/a
Students with disability37%
Tested with modificationsn/a
English learner39%
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
Hispanic 63%
White 17%
Black 10%
Two or more races 4%
Asian 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 68%N/AN/A
English language learners 9%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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990 North Allen Avenue
Pasadena, CA 91104
Website: Click here
Phone: (626) 396-5810

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