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GreatSchools Rating

California Military Institute

Charter | 7-12 | 542 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings
2010:
Based on 3 ratings

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29 reviews of this school


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Posted Wednesday, May 15, 2013

This schools runs on favoritism school elections are based soley on popularity and our leadership doesn't have their act together I came here seeking better oppurtunites and learned that this is NOT the place for High School. We have no electives or extra curriculum activities and our highschoolers are stressed all the time. Our buildings are old full of roaches and we experience many problems with the gas pipes around our school. The students don't even have a gym. More bad than good has come out of this school for me.


Posted February 12, 2013

Sad to say CMI isn't the great school I bragged about, not bragging anymore and I'm not alone. Parents don't know of what really goes on behind the scenes because we assume that the adults in LEADERSHIP there are people of integrity and would lead our child in the same characteristics . I thought that the school model is educate, train and inspire the Corps of Cadets so that each becomes a recognized leader of character dedicated to the values of honor and soooooo on, well, one must be an example, to lead as an example!!!! Trust me kids aren't as naive as adults think and they see what goes with the people in leadership at CMI. I agree with the comment with the one who wrote on FAVORTISM. I am concern that the adults in AUTHORITY there are really the "KIDS'. One can only hope that things change for the better but, we'll see. "Things done in the Dark, always get expose in the Light.
—Submitted by a parent


Posted December 11, 2012

I attended California Military Institute for 2 and a half years. At first I was exited but it didn't take long before I saw what was behind the mask CMI showed to the public. 80% of the students AND teachers do not what to be there. The school wants to brag about its discipline and uniform regulations but what they don't say is the school runs off of FAVORTISM. If you are favored by serant members of the schools staff you can get away with almost anything. On a daily basis several cadets uniforms were a mess but were able to get away with it because they were favored. Why have respect for a uniform when most of the staff members do not? The school was not ready expand but they did anyways to out number there competitors like "OMI". They ignored the more important details like class room sizes and achidemics. In two years class room sizes went from average of 20 to 40 cadets per class. My grand mother and parents attended the school when it was a regular JR high. The school still has most of its original buildings and equipment after 40+ years, yet they still expand every year. California military institute expects it cadets to think before they act, but they can not even dothesame.


Posted November 1, 2011

This is an excellent school with supportive staff and dedicated parents. Many families come as far as Menifee, City of Riverside, and Moreno Valley just to send their kids here.
—Submitted by a parent


Posted June 2, 2011

I've been in CMI ever since I was in 7th grade (going into Junior year), and though there have been many changes and the discipline has gone up, my years year couldn't have gotten any better. Yes, there are days when I might complain, but the military aspects in this school aren't as bad as it sounds. If you give respect to the staff and high ranks here and follow the rules, you'll be perfectly fine. Sure we don't have as much extracurricular and ap/honor classes (changing upcoming year though) compared to other schools, but I guarantee that your child won't get lost in the crowd. Everyone here practically knows each other, and almost all of the teachers do after school & lunch tutoring. With only some hundred kids here, many of us have been able to stand out.


Posted September 14, 2010

that is a great the teachers have a lot of one on one time with the students and it was hard to say goodbye after my 12th grade year was over last year and if you sent your kid to this school your see chages in behavior.


Posted May 11, 2010

My child went to CMI for about 5 years.I thought the school was great but when she started her sophmore and junior year,i saw my child stressing and getting upset.I found out that even though it is a military school,they focused way too much on that which cut into there class time.They weren't doing anything about it,even though i had gone to the office plenty of times and they said they would.It wasn't until i finally decided to pull her out that they said they were finally going to fix things and offer help but i knew that they didn't mean it.My daughter now attends another school and has had straight A's the whole time there and she is happy.In my opinion,CMI has turned into a dissapointing school.They claim not to have any money for textbooks and all that important stuff,but they do have money for sports ans signs.
—Submitted by a parent


Posted February 18, 2010

I am very glad I found this school as an alternative to the other High Schools available in the area. The Principle and his staff are responsive to a parents input. I do wish more parents would step up and help with campus activities. As with any small 'community', it takes more helping hands to get what the Large school have handed to them. This school is growing each year and is a safe learning environment with a great set of kids who attend. The sports programs are growing and the talent and heart of the student-athletes shows in their performance. I recommend this school to anyone with a middle school and high school child. If I had not found this school my older children would not be in the Universities they now attend. The high school they transfered from had them on an academic track to NOWHERE!
—Submitted by a parent


Posted December 1, 2009

I went to CMI for my 7th and 8th grade year nd from what i saw the school was great. its a great friendly environment nd the teachers, staff, counselors, and the principal expect greatness out of you which can give the student hope as well allthough its tough it teaches you great disipline and obedience and if your child wants to look further into the military this a great place for that academics at this school exceed wany public schools the promotions help the students feel the need to strive for greatness this is a wounderful school
—Submitted by a student


Posted October 6, 2009

my son has attended for 3 years and i could not ask for a better school
—Submitted by a parent


Posted July 23, 2009

I am currently going to CMI. Im telling you its a good school for your children. Im about to enter 8th grade and I am Cadet Corporal Jocelyne Ortega.
—Submitted by a student


Posted April 1, 2009

My name is Jonathan Perez, i used to be a first srgnt. i attended CMI for 3 years, from 7-9, i moved to chino and my new high school its very different, though i actually liked CMI better, there is more respect, discipline and more inspiration to keep the learning on track. This school is great, and if your a parent i suggest you enroll your kid/teen in this school, this school has a clean visual and good goal for students, unlike public schools, that a have big drug influence and other bad things for you teen. i recommend this school for any student, its a lot of fun and you learn to be responsible as well. 5*/5*
—Submitted by a student


Posted March 27, 2009

This school is very safe and the teachers care. but it is limited in its curriculum, no electives, and school spirit is low. For middle school this is a great choice, but for high school not so. I recommend a high school with more course selection. I'm a freshman and will transfer to Heritage next year. Your child will have a more exciting experience at a normal high school. The military sense will wear off as the years go by. Also the school needs a renovation I just don't see a good high school experience here.
—Submitted by a student


Posted November 15, 2008

My son has attended this school since the 7th grade. He is now a senior and will be part of the first graduating class of CMI. I love this school! My son has learned respect, honesty and discipline. The expectations of this school are high, but with the guidance of all the staff, the children that attend this school are excelling in all areas. And to make things even better, CMI has one of the best football coaches I have ever seen! His players love him and so do the parents! If you want to give your 7th-12th grader the best start possible, both in academics and athletics, I strongly encourage you to check out this school.
—Submitted by a parent


Posted September 30, 2008

Well im a cadet at CMI and i have been there since the school opened to 7th and 8th grdaers. All i can say are the teachers are really dedicated to helping students if they have trouble. I personaly have had to ask for help even thoug i'm in the 11 grade. The staff there is so nice and overall this school is the best, that any non-violent child could go and attend. I love the uniforms to they are great
—Submitted by a student


Posted September 28, 2008

My daughter is very happy with Mrs Munoz. She calls me to let me know how my child is doing in class.
—Submitted by a parent


Posted September 25, 2008

This is my sons first year at C.M.I. and I cannot say enough good things about the school. The teachers are enthusiastic about their jobs and I am able to see the outcome in that my child looks foward to school and with excitement. With the state of our educational system schools like C.M.I. are very rare and I am happy that the Perris has the privilige of making such school and great teachers available to us.
—Submitted by a parent


Posted February 27, 2008

I love the potential of this school! The idealogy of it is great! but it does need the parents to step up a little bit and help with things ie. Website, pta, boxtops, sports, yearbook! It takes a lot of effort to make this as great as they can be and I have the faith that they will get there soon. It seems there is a new coach on campus too and he might be the one to start the comradery that CMI needs!
—Submitted by a parent


Posted February 14, 2008

Awesome school I love it and the new head coach is terrific. Definetely a school you should look out for in upcoming years
—Submitted by a parent


Posted January 9, 2008

My son is in seventh grade this year. He is very happy with his science teacher. He looks foward to going to school. One problem with the school is the older looking classroom.
—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 2012.

This school's
API score

856

Change from
2011 to 2012

+32

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

8 / 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 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 met all student subgroup API targets for 2012

This school's
API score

856

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
2011 to 2012

+32

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

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
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 86% in 2012.

31 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
39%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

147 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
69%

2010

 
 
41%

2009

 
 
58%
Math

The state average for Math was 52% in 2012.

116 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
40%

2010

 
 
40%

2009

 
 
51%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 49% in 2012.

117 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
48%

2010

 
 
49%

2009

 
 
39%
English Language Arts

The state average for English Language Arts was 59% in 2012.

145 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
65%

2010

 
 
58%

2009

 
 
51%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

28 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

145 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
81%

2010

 
 
33%

2009

 
 
29%
Science

The state average for Science was 66% in 2012.

145 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
88%

2010

 
 
54%

2009

 
 
47%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2012.

47 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
23%

2010

 
 
8%

2009

 
 
4%
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

119 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
27%

2010

 
 
32%

2009

 
 
22%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

119 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
60%

2010

 
 
55%

2009

 
 
50%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

69 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
27%

2010

 
 
13%

2009

 
 
31%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

2012

 
 
n/a

2011

 
 
41%

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 42% in 2012.

41 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
37%

2010

 
 
39%

2009

 
 
0%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

78 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
19%

2010

 
 
5%

2009

 
 
5%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

88 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
62%

2010

 
 
39%

2009

 
 
34%
Geometry

The state average for Geometry was 17% in 2012.

34 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
16%

2010

 
 
3%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

88 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
51%

2010

 
 
35%

2009

 
 
31%
World History

The state average for World History was 46% in 2012.

87 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
45%

2010

 
 
21%

2009

 
 
43%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

18 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
5%

2010

 
 
4%

2009

 
 
0%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

21 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
n/a

2010

 
 
40%

2009

 
 
16%
Chemistry

The state average for Chemistry was 34% in 2012.

39 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
34%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

66 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
39%

2010

 
 
28%

2009

 
 
40%
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

36 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
16%

2010

 
 
12%

2009

 
 
n/a
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

The state average for U.S. History was 48% in 2012.

66 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
40%

2010

 
 
49%

2009

 
 
28%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students84%
Females88%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
White (not Hispanic)n/a
Economically disadvantaged86%
Non-economically disadvantagedn/a
Students with no reported disability84%
Fluent-English proficient and English only90%
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)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students72%
Females71%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability73%
English learner42%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate77%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)76%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females67%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
White (not Hispanic)n/a
Economically disadvantaged74%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability76%
English learner59%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)77%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students50%
Females55%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students84%
Females87%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
White (not Hispanic)n/a
Economically disadvantaged82%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate79%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)83%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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
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 Students72%
Females67%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantagedn/a
Students with no reported disability71%
Fluent-English proficient and English only71%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students90%
Females87%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
White (not Hispanic)n/a
Economically disadvantaged88%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate79%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)98%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students94%
Females94%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
White (not Hispanic)n/a
Economically disadvantaged93%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate91%
Parent education - high school graduate95%
Parent education - some college (includes AA degree)95%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students23%
Females30%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only25%
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

All Students53%
Females47%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability54%
English learner30%
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)56%
Parent education - college graduate54%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
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 Students74%
Females77%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged74%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability74%
English learner55%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate68%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)82%
Parent education - college graduate69%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Filipinon/a
Hispanic or Latinon/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
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 Students39%
Females35%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learner17%
Fluent-English proficient and English only44%
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/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
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
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
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
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 Students37%
Females26%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only39%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students26%
Females8%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability26%
English learner9%
Fluent-English proficient and English only28%
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 - declined to staten/a

English Language Arts

All Students68%
Females66%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability67%
English learner17%
Fluent-English proficient and English only75%
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)70%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students18%
Females18%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only18%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate14%
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 Studentsn/a
Femalesn/a
Malesn/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students51%
Females37%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learner25%
Fluent-English proficient and English only55%
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students61%
Females41%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learner50%
Fluent-English proficient and English only63%
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)75%
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/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
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 - declined to staten/a

Algebra II

All Students17%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only20%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students48%
Females27%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students28%
Females32%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only31%
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/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
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 Students62%
Females72%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only67%
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)78%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
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 Students31%
Females33%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)36%
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
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
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 Students60%
Females56%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only67%
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)83%
Parent education - college graduate54%
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
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

88 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
98%

2010

 
 
89%

2009

 
 
90%
Math

The state average for Math was 84% in 2012.

88 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
98%

2010

 
 
89%

2009

 
 
90%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students95%
Females93%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged95%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner83%
Language Fluency Unknownn/a

Math

All Students98%
Females98%
Males98%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged97%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner92%
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 72% 49%
White 13% 28%
African American 10% 7%
Asian 2% 8%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Pacific Islander 1% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 15%N/A24%
Students eligible for free or reduced-price lunch program 20%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 96% 85%
Punjabi 4% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 25N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 2N/A11
Average years teaching 5N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 60%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

755 North A Street
Perris, CA 92570
Website: Click here
Phone: (951) 443-2731

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