Advertisement
Advertisement

GreatSchools Rating

Pasadena High School

Public | 9-12 | 2016 students

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

20 reviews of this school


Sort by:
Show reviews by:
Posted June 18, 2014

The best high school in the district is obviously Pasadena High. I have four children. Three of them goes to Marshall and one goes to Pasadena. The one who attends PHS has more tremendous stellar academics than my other children who goes to Marshall. I am blown away of his avid ambitions of reading very complex difficult novels to solving advance math and science problems. This is because of the wonderful teachers that PHS has. They are professionals and it is not an opinion but a fact. They are true experienced teachers who can teach at an advanced university graduate level. Anyone can go bragging how good other high schools are, but when it comes to the unrivaled PHS, no other Pasadena schools can compete with PHS's brilliant gifted students.
—Submitted by a parent


Posted April 5, 2014

Because of this outstanding school, college is not hard for me. I had very experienced and brilliant teachers at PHS who were former professors (Dr. Verdi and Mr. Davis). My professors at college were impressed over my strong beautifully written critical analysis and research. This school will actually prepare students to a prestigious university. What other school has an actual AP Physics class taught by a former university professor with over 30 yrs of experience? PHS! This school is home to the top elite teachers in the district. Send your child here to PHS to experience quality education.
—Submitted by a student


Posted December 22, 2011

I moved my daughter to PHS from a private school and I am very pleased at how well things have worked out for her. PHS has a much wider selection of Advanced Placement classes, along with an excellent music program and a wide variety of sports, clubs and other extracurricular opportunites including a Shakespeare play in which my daughter will have a role. She is very excited and pleasantly surprised at all the wonderful opportunities at PHS. Her counselor, Mr Tran, is outstanding, much better than her counselor at her prior private school. PHS is very safe and all the teachers are very supportive. The PTSA and music booster parent groups are very active and welcoming. I wish we had started her at PHS when she began high school, it has been a wonderful experience for our daughter.
—Submitted by a parent


Posted May 17, 2011

This is a school with a great history, a lot of diversity, many great teachers, and their is a reason the weekly counts as the best public school in Pasadena. Given the number of low income students, our kids have very respectable academic scores. My child loves it a PHS, gets a lot of support and is off to a great college next year. Thanks PHS!
—Submitted by a parent


Posted April 29, 2010

If this site would allow me to I would give this school zero stars! I have a daughter who attends PHS as a freshmen and another daughter in the junior level both girls have been picked on and harrased by a group of kids that has numbered up to 30 boys and girls all together. I have attempted to resolve this issue for months now without any success. I have filed police reports on these individuals and the bullying has continued to date, the school adminstration has the responsibilty to provide a safe environment for our kids to learn. In all we are very dissapointed with this schools leadership and lack of caring about there students safe being. We have to date filed two police reports and have meet with adminstration several times, send countles number of emails and spoken at school board. We are transfering our girls now. Grade F
—Submitted by a parent


Posted November 3, 2009

PHS offers everything....academics, sports, music, art. We have great leaders, inspiring teachers & proud students!
—Submitted by a parent


Posted October 29, 2009

I have been pleasantly surprised by everything about PHS. I was very apprehensive about sending my son to this school after a terrible experience at Blair (despite the fabulous principal). I even sent him to a charter for one year (another disaster). All of my worry was for naught. The thing that seems to make a difference is to have honors or AP classes. My son started in honors, since he gets As and Bs, and the teachers are excellent. I met all of them at the back-to-school night and I was impressed by their dedication and drive. It is a big school, but the good thing about that is that good kids have plenty of options regarding friends. Yes, there are some bad influences, but that's the case at any school, public or private. I have nothing but optimism regarding PHS; the principal is definitely going in the right direction.
—Submitted by a parent


Posted March 7, 2009

I have a student at Pasadena High School and i am very happy to have him there. He has outstanding grades and he is currently taking AP classes. He comes home and does his homework and talks to his friends about how great he is feeling at PHS.
—Submitted by a parent


Posted November 23, 2008

I am the parent of a child who attends Pasadena High and I am highly disappointed with everything about this school!!! My child is teased and picked on by students on a daily basis (in front of teachers) and when complained about, nothing is done. There is no support from the teachers or counselors. My child finds it harder and harder to concentrate on school work because he's teased and picked on on a daily basis and knows there is no support to back him up. The teachers are uncaring and the counselors are no better.
—Submitted by a parent


Posted October 28, 2008

I have two children at PHS. My son will be graduating in June and my daughter is a sophomore. I have been very happy with the level of instruction that they have received. They are both taking honors and AP level classes. Their teachers have been very dedicated and challenging. Both of my children are in the music program which gives them something to belong to in a large school.
—Submitted by a parent


Posted May 13, 2008

As an alumni, I can say that PHS is a decent school to go to. There are some absolutely wonderful teachers who are genuinely interested in their students. I advice students to take advantage of AP and Honors classes offered as these are effective classes to prepare students for college life, and the teachers teaching these classes are true gems.
—Submitted by a student


Posted December 15, 2007

After 5 years of private elementary school it was quite worrying going to PHS. My son is mostly in honors classes and so far we have been pleasantly surprised. Most of his teachers are comprable with the quality of his previous private schools if not better in some cases. The diversity has benefits and the Principal seems to be turning things around. Public education deserves all the help the community can give for the benefit of all.
—Submitted by a parent


Posted October 14, 2006

The academics are terrible. All I hear from my child is complaint after complaint about daily situations. The teachers, administration, and students make pasadena high a school that is subpar. Its decline is inevitable.
—Submitted by a parent


Posted September 15, 2006

Reading comments about PHS from other parents and students make me wonder if we are talking about the same school! Are there deficiences at PHS? Sure... But what about some of the great things that are going on there? The music program is superb -- although it would be nice if there was more funding. Each year I meet my child's teachers (this is her 3rd year at PHS) and am very impressed with the skill, dedication and energy they exhibit to teach our kids. The AP classes are excellent, and I have watched with pleasure as each year seniors enter a variety of colleges. I say Kudos to PHS, its principal & teachers, and hurray for public education. Let's start thinking about what is right at PHS instead of looking at what might be wrong.
—Submitted by a parent


Posted February 27, 2006

The overall academic performance of the school i must admit is subpar. I am a student, not a parent, so i can say from direct experience that the school is lacking in its teachers, books, and offered classes. There are only 3 languages offered; French, Spanish and Armenian, but, you have to already speak armenian to take the class, so that excludes alot of individuals. I would also like to mention that the security is horrible, especially with the recent cuts. We have only 3 guards total in the most hostile school in the Pasadena District. I have seen fights with an excess of 200 individuals involved in which police had to be called to break up. With that said, i would like to mention the Academy programs within the school. The Academies are excellent in that they allow students to learn more about the Arts and future careers.
—Submitted by a student


Posted February 12, 2006

I dont know if it matters but I'm a student from this school but from my expieriance this school has a vast spectrum of people that is quite interesting and I beilieve helpful in later life since honestly everyone in the world arent Ivy leage material. There are a broad choice of special classes such as AP and Honor classes, to about every high school sports. There's also a Visual Arts Acadamy as well as a Graphics Communications one. There's clubs and afterschool programs for the college bound and Regional Occupation Programs for the ones that wanna head straigh for the work force so I really thing you should give it a chance thank you for your time.
—Submitted by a student


Posted January 21, 2005

As an alumni, my spirits were crushed when I enrolled my child. The quality of education and overall campus life has deteriorated from what I experienced 20 years ago. Students suffer from the staff's low morale.
—Submitted by a former student


Posted May 6, 2004

When your child has to put a scowl on her face, while waiting for her carpool, so that she is not harassed, that is wrong. Pasadena district as a whole is poor. To say it is the best in the district isn't saying much. The parent involvement percentage wise is statistically low. There is no real way to attend this school unless you are fortunate enough to get into the Gate program. Even that is questionable. This school district should be ashamed of themselves. You can skew the numbers any way you want but this school and the education is substandard and they should be ashamed to not be offering better. It was the same 25 years ago when my friends attended.
—Submitted by a parent


Posted April 13, 2004

My High School child reports to me seeing regular bullying and a few teachers who don't really care for the students. It seems that the principal and his staff are trying hard (which is commendable). However, the school has policies and these should be enforced. I suggest that the school should do its best to attract better quality teachers. My child has very high grades in the school yet the PSAT scores are pathetic. PHS needs to work on preparing its students for university and college.
—Submitted by a parent


Posted November 18, 2003

This is the first year my child has attended and so far the experience has been pretty bleak. There appears to be a tremendous discipline problem on campus, as well as high teacher turnover and inadequate security.
—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

744

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

5 / 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

744

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

-4

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)

5 / 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.
Algebra I

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

237 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
8%

2011

 
 
20%

2010

 
 
20%
Algebra II

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

41 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
87%

2011

 
 
79%

2010

 
 
69%
Biology/Life Sciences

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

465 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
43%

2011

 
 
46%

2010

 
 
41%
Earth Science

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

2013

 
 
n/a

2012

 
 
1%

2011

 
 
6%

2010

 
 
7%
English Language Arts

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

476 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
57%

2011

 
 
53%

2010

 
 
57%
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.

195 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
55%

2011

 
 
45%

2010

 
 
36%
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.

34 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
4%

2011

 
 
n/a

2010

 
 
7%
Algebra II

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

137 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
40%

2011

 
 
38%

2010

 
 
40%
Biology/Life Sciences

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

92 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
31%

2011

 
 
27%

2010

 
 
26%
Chemistry

The state average for Chemistry was 46% in 2013.

378 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
13%

2011

 
 
16%

2010

 
 
24%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
10%

2010

 
 
n/a
English Language Arts

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

472 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
51%

2011

 
 
50%

2010

 
 
49%
Geometry

The state average for Geometry was 15% in 2013.

219 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
9%

2011

 
 
10%

2010

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

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

52 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
70%

2010

 
 
82%
Science

The state average for Science was 54% in 2013.

470 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
46%

2011

 
 
42%

2010

 
 
41%
World History

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

472 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
44%

2011

 
 
41%

2010

 
 
49%
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.

148 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
14%

2011

 
 
18%

2010

 
 
18%
Biology/Life Sciences

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

45 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
30%

2011

 
 
57%

2010

 
 
77%
Chemistry

The state average for Chemistry was 32% in 2013.

98 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
5%

2011

 
 
8%

2010

 
 
8%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
42%
English Language Arts

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

451 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
50%

2011

 
 
53%

2010

 
 
57%
Geometry

The state average for Geometry was 8% in 2013.

36 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
9%

2011

 
 
5%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

158 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
41%

2011

 
 
36%

2010

 
 
55%
Physics

The state average for Physics was 58% in 2013.

265 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
39%

2011

 
 
47%

2010

 
 
49%
U.S. History

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

450 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
54%

2011

 
 
62%

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

Algebra I

All Students7%
Females4%
Males9%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged6%
Not economically disadvantaged9%
Students with disability0%
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talented24%
Parent education - not a high school graduate10%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)6%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students71%
Females64%
Males73%
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)80%
Economically disadvantaged69%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented72%
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 graduate79%
Parent education - declined to staten/a

Biology/Life Sciences

All Students39%
Females36%
Males41%
African American37%
Asian64%
Filipino71%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged32%
Not economically disadvantaged53%
Students with disability8%
Students with no reported disability41%
English learner0%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate26%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)39%
Parent education - college graduate55%
Parent education - graduate school/post graduate72%
Parent education - declined to state29%

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
Not 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 Students60%
Females60%
Males59%
African American56%
Asian73%
Filipino93%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged55%
Not economically disadvantaged69%
Students with disability13%
Students with no reported disability62%
English learner5%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate40%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)62%
Parent education - college graduate79%
Parent education - graduate school/post graduate88%
Parent education - declined to state50%

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
Not 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 Students35%
Females34%
Males35%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged30%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability35%
English learner0%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate24%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)30%
Parent education - college graduate45%
Parent education - graduate school/post graduate58%
Parent education - declined to state24%

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
Not 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
Not 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
Not 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 Students3%
Females0%
Males5%
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 disadvantaged4%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
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 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 Students33%
Females30%
Males36%
African American27%
Asian45%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged26%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented46%
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)37%
Parent education - college graduate44%
Parent education - graduate school/post graduate40%
Parent education - declined to state25%

Biology/Life Sciences

All Students27%
Females37%
Males20%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged13%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability30%
English learner0%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate0%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)35%
Parent education - college graduaten/a
Parent education - graduate school/post graduate77%
Parent education - declined to state7%

Chemistry

All Students16%
Females16%
Males17%
African American14%
Asian42%
Filipino17%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged12%
Not economically disadvantaged24%
Students with disability0%
Students with no reported disability18%
English learner0%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented41%
Parent education - not a high school graduate8%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)15%
Parent education - college graduate22%
Parent education - graduate school/post graduate27%
Parent education - declined to state12%

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
Not 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 Students50%
Females54%
Males46%
African American49%
Asian77%
Filipino44%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged41%
Not economically disadvantaged65%
Students with disability11%
Students with no reported disability52%
English learner0%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate35%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)49%
Parent education - college graduate66%
Parent education - graduate school/post graduate72%
Parent education - declined to state45%

Geometry

All Students2%
Females1%
Males3%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged1%
Not economically disadvantaged4%
Students with disability0%
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only3%
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)4%
Parent education - college graduate0%
Parent education - graduate school/post graduate9%
Parent education - declined to state3%

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

All Students75%
Females75%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged61%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented86%
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 graduate67%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students47%
Females46%
Males48%
African American48%
Asian77%
Filipino50%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged39%
Not economically disadvantaged60%
Students with disability15%
Students with no reported disability49%
English learner0%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate32%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)51%
Parent education - college graduate57%
Parent education - graduate school/post graduate71%
Parent education - declined to state36%

World History

All Students49%
Females47%
Males52%
African American49%
Asian82%
Filipino50%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged42%
Not economically disadvantaged62%
Students with disability10%
Students with no reported disability52%
English learner5%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate33%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)54%
Parent education - college graduate65%
Parent education - graduate school/post graduate70%
Parent education - declined to state42%
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
Not 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 Students6%
Females7%
Males5%
African American0%
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)11%
Economically disadvantaged7%
Not economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)13%
Parent education - college graduate8%
Parent education - graduate school/post graduate9%
Parent education - declined to state0%

Biology/Life Sciences

All Students73%
Females81%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
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 state73%

Chemistry

All Students14%
Females8%
Males20%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged10%
Not economically disadvantaged23%
Students with disability0%
Students with no reported disability16%
English learner6%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)6%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

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
Not 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 Students49%
Females50%
Males48%
African American35%
Asian81%
Filipino54%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged45%
Not economically disadvantaged56%
Students with disability4%
Students with no reported disability52%
English learner7%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate30%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)50%
Parent education - college graduate67%
Parent education - graduate school/post graduate56%
Parent education - declined to state48%

Geometry

All Students11%
Females11%
Males12%
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 disadvantaged9%
Not economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
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 Students43%
Females40%
Males46%
African American38%
Asian75%
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)48%
Economically disadvantaged42%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate31%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)31%
Parent education - college graduate46%
Parent education - graduate school/post graduate50%
Parent education - declined to state50%

Physics

All Students35%
Females28%
Males42%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged31%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate18%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)33%
Parent education - college graduate47%
Parent education - graduate school/post graduate48%
Parent education - declined to state30%

U.S. History

All Students57%
Females51%
Males63%
African American42%
Asian75%
Filipino77%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged52%
Not economically disadvantaged66%
Students with disability7%
Students with no reported disability60%
English learner7%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate38%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)55%
Parent education - college graduate66%
Parent education - graduate school/post graduate78%
Parent education - declined to state55%

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
Not 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.

481 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%

2011

 
 
89%

2010

 
 
85%
Math

The state average for Math was 84% in 2013.

483 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
90%

2011

 
 
87%

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 Students86%
Females92%
Males80%
Gender Unknownn/a
African American76%
Asian86%
Filipino81%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state90%
Economically disadvantaged82%
Not economically disadvantaged92%
Economic Status Unknown96%
Students with disability29%
Tested with modificationsn/a
English learner39%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students82%
Females84%
Males80%
Gender Unknownn/a
African American72%
Asian86%
Filipino69%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to state90%
Economically disadvantaged79%
Not economically disadvantaged87%
Economic Status Unknown88%
Students with disability34%
Tested with modificationsn/a
English learner32%
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 56%
White 20%
Black 13%
Asian 3%
Two or more races 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 66%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Gilbert Barraza
Fax number
  • (626) 798-1875

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
School facilities
  • Computer lab
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

2925 East Sierra Madre Boulevard
Pasadena, CA 91107
Website: Click here
Phone: (626) 396-5880

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools

Cis Academy
Pasadena, CA







ADVERTISEMENT
ADVERTISEMENT