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GreatSchools Rating

Citrus Hill High School

Public | 8-12 | 1956 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
No new ratings
2011:
Based on 2 ratings
2010:
Based on 5 ratings

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23 reviews of this school


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Posted March 1, 2011

Citrus Hill High School is the best high school a student can attend. I'm currently a Junior and my home school was Fallbrook Union High School. That is a very huge school so it was harder for me to focus and get the 1 on 1 attention that I benefit from at Citrus. Teachers demonstrate a deep interest in the success of students and the physics program shows a greater way of learning. Most high school stereotypes are proved wrong as students from all racial backgrounds interact as one huge family. My fellow peers are by far the friendliest i have encountered so far. It is the best high school experience unlike any other.
—Submitted by a student


Posted January 3, 2011

I have been in Citrus Hill High School since I was a Freshmen and I am now a Junior.Many people may say bad things about all school`s I did the same when I was younger and when I came to Citrus my mind changed. This school is very talented by theTheater,Art,Ceramics,Yearbook,Football and many more.Many people judge the school for not being great,but as a student I should know the best of the school right?Well it`s awesome its friendly and not like any other school,with fights and anger.But its with greatness and good skills in classes like math and english for an example.I perfer Citrus Hill because its a better enviorment and less drama and fighting unlike Rancho Verde not to say thier a bad school,but thats what Rancho is known for all the racial slurs,all the drugs,violence,and low teacher skills,alot f kids dont understand why to even go to school beacuse they can`t even sit down in a class there to many students.So i say GO HAWKS. =]
—Submitted by a student


Posted August 27, 2010

I absolutely love this school for my daughter, her home school is actually Rancho Verde High. I had to do a Intra District Transfer because I felt that there were too many distractions. Now Rancho is not a bad school, I just didn't think it was the school for my Child.
—Submitted by a parent


Posted August 9, 2010

Don't Listen to the negative remarks, i just graduated CLASS OF 2010. This school is great because there's not a lot of drama and the teachers are amazing they even take time of their own schedules to help people do there best. I used to play on the varsity soccer team and i loved it the condition and determination as a team could be seen especially the football team who had a great run and other sports as well. The only negative thing about this school is the cameras..as a student you don't like being monitored but i can see why they have em to have things in place another thing is lunch time it get packed and people cut in lines (like me lol). The security guards are awesome and let you get away with a lot of things. Well i would recomend this school over any other school
—Submitted by a student


Posted October 13, 2009

I really like this school. The teachers here are great and you can tell they really have a love for what they teach.
—Submitted by a student


Posted October 3, 2009

as being a student at citrus hil for 2 years now all i can say is WOW!....the teachers are funny, and warm and most of all um educated(thats kinda important 2 parents i guess.....just kidding) i never went to rancho even though i live like 1/4 a mile from it...its crowded...poorly disaplined... and soo raicaly segragated its not even funny. in middle school i was ridaculed, tormented, belittled by teachers and students alike, and became a shy, nconfident loner. i exspected to be judged and riddiculled for being a little over weight when i arrived at citrus...i was amazed when even on the very first day i had friends.... and those crazy teachers that beat to their own drum...and all the students sat together, we dont fight we dont dean others i love the school..i meen come on! on wat universe would a holister model talk to me? planet citrus hill!
—Submitted by a student


Posted September 14, 2009

Excellent School! Great Academic Programs as well as Performing Arts and Athletics! GO HAWKS!
—Submitted by a parent


Posted August 20, 2009

The school and it's academics are excellent!! I wouldn't take my kids to any other high school in the area. Everyone there students, teachers and administration alike care about everything that goes on at the school, and it shows!!
—Submitted by a parent


Posted August 8, 2009

I graduated in May. Its so true that Mr. Simionson is great. He isnt just a principle he is a mentor. Ive talked to him on numerous occasions. On graduation day when most were met with a handshake and a congaduations. I was met with a hug and an im proud of you. Every principle should be like him.


Posted July 1, 2009

As an employee & parent of CHHS the leadership of John Simonson is the reason this school is the success it is.


Posted June 17, 2009

Citrus Hill is an excellent campus for students and staff. Everyone at Citrus is committed to the growth and development of the students, and our sport programs are phenomenal. Go C-Hill Hawks!
—Submitted by a teacher


Posted June 4, 2009

Citrus Hills is a great school. The support the children receive from their teachers is out of this world.
—Submitted by a parent


Posted December 25, 2008

as a current student a citrus i can say that citrus is a great school and has the best sudents on campus
—Submitted by a student


Posted September 12, 2008

As a parent of 2 CHHS students (one a Junior and one a Freshman) I can say that I really like this school (though I have no basis of comparison as they have never attended other high schools). The school provides lots of great opportunities, although they are not very well publicized on the website. But students, and parents, can get informed at the school. The school also provides online access to student grades and progress which makes it easy to follow the kids' education and planning for college (they publish the a-g requirements right on the website). The teachers' email addresses are also listed through this system which makes it easy to contact them; and they have been very good as responding to inquiries and concerns. I am very pleased with this school, staff, and students. CHHS is #1 in my book!
—Submitted by a parent


Posted September 4, 2008

Well, i can say from being at this school since it has opened, we have grow so much.as for the negative comments i have read from the other people that have posted below, don't know what they are talking about. Being here from the get-go, i know first hand that we have grown, as far as after school activities, we have alot, you are just un-informed. Our sport teams are amazing, not just football but soccer, wrestling, basket ball, ect... aswell as our activites, clubs and groups we have that will keep on growing with more and more intrest does. For someone to put us down is ridiculous. i love citurs hill and i am so glad that i can attend here. Compared to Rancho we are well-orginized and have much better disipline, in case you havn't notice, maybe that's why we only have four security gaurds! c/o 2009 and proud!!!
—Submitted by a student


Posted September 1, 2008

I just started high school and I think this school is great. They have a nice football field, weight room, and gym. The only things I don't like is that there aren't many after school activities except sports oh and there are like 4 security guards for such a big school with so many students. King high has more variety in my opinion. I wish I had entered citrus hill like in 4 years so they would have more stuff.
—Submitted by a parent


Posted December 9, 2007

our football team are the moutain pass league champions. our school is new and we don't have enough students but other than that our school is great!
—Submitted by a student


Posted July 15, 2007

My son has gone there for 2 years and now he is a Senior. Most of the staff is great. The nurse is awesome! The couselors are not so great, nor the security. The sports program is great!
—Submitted by a parent


Posted November 30, 2006

As a grandparent I must say my grandson is really enthused about the school and it's programs---The quality of the teachers seems very high and the facility takes a back seat to no one! Keep up the good work! Let's make this a target school to be emulated by all other schools!
—Submitted by Robert Quam, a parent


Posted September 11, 2006

I, as a student of citrus hill high school, can safely say that this is great school. The teachers are great, the lunch is good, and the other students are all very nice...
—Submitted by Daniel, a student


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

756

Change from
2011 to 2012

+20

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

9 / 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 its schoolwide API target for 2012.
  • 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 met all student subgroup API targets for 2012

This school's
API score

756

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

+20

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)

5 / 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)

9 / 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 49% 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 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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.

2012

 
 
n/a

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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% 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 25% in 2012.

205 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
28%

2010

 
 
20%

2009

 
 
23%
Algebra II

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

50 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
77%

2010

 
 
77%

2009

 
 
n/a
Biology/Life Sciences

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

530 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
36%

2010

 
 
31%

2009

 
 
27%
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.

528 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
46%

2010

 
 
46%

2009

 
 
41%
General Mathematics (Grades 6 & 7 Standards)

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

116 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
31%

2010

 
 
31%

2009

 
 
28%
Geometry

The state average for Geometry was 48% in 2012.

157 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
22%

2010

 
 
26%

2009

 
 
47%
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.

189 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
18%

2010

 
 
6%

2009

 
 
14%
Algebra II

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

127 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
42%

2010

 
 
41%

2009

 
 
45%
Biology/Life Sciences

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

122 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
59%

2010

 
 
56%

2009

 
 
63%
Chemistry

The state average for Chemistry was 51% in 2012.

166 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
43%

2010

 
 
39%

2009

 
 
35%
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.

533 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
35%

2010

 
 
36%

2009

 
 
44%
Geometry

The state average for Geometry was 17% in 2012.

173 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
13%

2010

 
 
14%

2009

 
 
21%
High School (Summative) Mathematics (Grade 9-11)

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

35 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
60%

2010

 
 
36%

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

536 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
50%

2010

 
 
47%

2009

 
 
46%
World History

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

571 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
31%

2010

 
 
30%

2009

 
 
30%
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.

11 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
11%

2010

 
 
5%

2009

 
 
7%
Algebra II

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

119 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
17%

2010

 
 
18%

2009

 
 
12%
Biology/Life Sciences

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

103 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
39%

2010

 
 
55%

2009

 
 
27%
Chemistry

The state average for Chemistry was 34% in 2012.

98 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
19%

2010

 
 
21%

2009

 
 
13%
Earth Science

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

125 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
43%

2010

 
 
27%

2009

 
 
35%
English Language Arts

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

466 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
38%

2010

 
 
43%

2009

 
 
36%
Geometry

The state average for Geometry was 9% in 2012.

193 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
8%

2010

 
 
7%

2009

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

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

134 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
35%

2010

 
 
39%

2009

 
 
43%
Physics

The state average for Physics was 56% in 2012.

124 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
84%

2010

 
 
89%

2009

 
 
97%
U.S. History

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

500 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
41%

2010

 
 
46%

2009

 
 
49%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

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

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
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All 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
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

History - Social Science Grade 8 Cumulative

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

Science

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

About the tests


In 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 Students22%
Females24%
Males18%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged22%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability22%
English learner17%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)32%
Parent education - college graduate32%
Parent education - graduate school/post graduate31%
Parent education - declined to state3%

Algebra II

All Students64%
Females54%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate62%
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 state55%

Biology/Life Sciences

All Students44%
Females39%
Males47%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged43%
Non-economically disadvantaged49%
Students with disability12%
Students with no reported disability45%
English learner8%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate38%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)51%
Parent education - college graduate55%
Parent education - graduate school/post graduate43%
Parent education - declined to state39%

Earth Science

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

English Language Arts

All Students49%
Females52%
Males46%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged48%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability49%
English learner4%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate45%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)55%
Parent education - college graduate68%
Parent education - graduate school/post graduate48%
Parent education - declined to state44%

General Mathematics (Grades 6 & 7 Standards)

All Students38%
Females38%
Males39%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
White (not Hispanic)58%
Economically disadvantaged37%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability40%
English learner17%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Geometry

All Students24%
Females14%
Males32%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged23%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate21%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)20%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 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 Students14%
Females18%
Males11%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability14%
English learner13%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

Algebra II

All Students32%
Females29%
Males34%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)31%
Economically disadvantaged29%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduate28%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)50%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Biology/Life Sciences

All Students58%
Females49%
Males67%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability58%
English learner20%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

Chemistry

All Students45%
Females37%
Males52%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged41%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate43%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)61%
Parent education - college graduate26%
Parent education - graduate school/post graduate58%
Parent education - declined to state26%

Earth Science

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

English Language Arts

All Students37%
Females41%
Males33%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged34%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability37%
English learner1%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate31%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)51%
Parent education - college graduate49%
Parent education - graduate school/post graduate58%
Parent education - declined to state26%

Geometry

All Students6%
Females4%
Males8%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged6%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)7%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

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

All Students58%
Females65%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantagedn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented58%
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 Students53%
Females49%
Males56%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged50%
Non-economically disadvantaged63%
Students with disability33%
Students with no reported disability53%
English learner12%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate48%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)61%
Parent education - college graduate63%
Parent education - graduate school/post graduate74%
Parent education - declined to state40%

World History

All Students45%
Females41%
Males49%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged43%
Non-economically disadvantaged56%
Students with disability13%
Students with no reported disability48%
English learner7%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate39%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)55%
Parent education - college graduate62%
Parent education - graduate school/post graduate60%
Parent education - declined to state40%
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 Students27%
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 disability27%
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 Students21%
Females19%
Males23%
African American11%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged18%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)29%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students56%
Females47%
Males70%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability56%
English learner21%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate49%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)71%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Chemistry

All Students20%
Females12%
Males29%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)21%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students38%
Females22%
Males51%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino32%
White (not Hispanic)73%
Economically disadvantaged38%
Non-economically disadvantaged36%
Students with disability32%
Students with no reported disability39%
English learner6%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)56%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

English Language Arts

All Students37%
Females35%
Males40%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged34%
Non-economically disadvantaged53%
Students with disability15%
Students with no reported disability38%
English learner0%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate25%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)46%
Parent education - college graduate42%
Parent education - graduate school/post graduate61%
Parent education - declined to state33%

Geometry

All Students5%
Females1%
Males8%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)21%
Economically disadvantaged4%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability4%
English learner2%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)0%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

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

All Students39%
Females41%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
White (not Hispanic)36%
Economically disadvantaged39%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate43%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)22%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Physics

All Students90%
Females91%
Males90%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
White (not Hispanic)100%
Economically disadvantaged90%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate87%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)96%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%

U.S. History

All Students43%
Females35%
Males50%
African American34%
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged39%
Non-economically disadvantaged58%
Students with disability17%
Students with no reported disability45%
English learner7%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate36%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduate43%
Parent education - graduate school/post graduate58%
Parent education - declined to state38%

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
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 - 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

English Language Arts

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

574 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
79%

2010

 
 
74%

2009

 
 
77%
Math

The state average for Math was 84% in 2012.

573 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
82%

2010

 
 
78%

2009

 
 
81%
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 Students81%
Females85%
Males78%
African American77%
Asiann/a
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Declined to staten/a
Economically disadvantaged80%
Non-economically disadvantaged87%
Economic Status Unknown81%
Students with disability27%
Tested with modificationsn/a
English learner47%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students86%
Females88%
Males84%
African American76%
Asiann/a
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to staten/a
Economically disadvantaged84%
Non-economically disadvantaged92%
Economic Status Unknown94%
Students with disability31%
Tested with modificationsn/a
English learner66%
Language Fluency Unknownn/a
Migrant educationn/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 73% 49%
African American 13% 7%
White 9% 28%
Multiple or No Response 2% 3%
Asian 1% 8%
Filipino 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 112%N/A24%
Students eligible for free or reduced-price lunch program 267%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 98% 85%
All other non-English languages 0% 1%
Filipino (Pilipino or Tagalog) 0% 1%
Hmong 0% 1%
Samoan 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 4N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 85%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009
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18150 Wood Road
Perris, CA 92570
Website: Click here
Phone: (951) 490-0400

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