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Teacher quality
Principal leadership
Parent involvement
This shcool sukz ! da girlz dont lik meh :( they be hoesz buht they alll need a beter teacher ... swag ! im on that yolo shiit they dont suk me uhp tho ... swag ! follow me on twitter Dj_FameDoe <-- sext me (;
I have two kids that go to PHS and they do just fine. They are involved with ROTC,they have a good solid group of friends, they both get good grades, and love gpoing to school each day. One of my kids lives with Autism and has never been picked on(the kids at that school wouldn't put up with it) and teachers are good. Never have they come home scared, beaten up or on drugs! I have been to the school a number of times and have never seen graffti or tagging anywhere. That's a lie. And, if people want to complain, maybe you should get involved with your kids school more.
—Submitted by a parent
I am currently attending Perris High School and I love it. Parents are over reacting saying there are fights daily, fights occur, but not daily. Maybe when you attended this school it was horrible, I assure you so much things have changed. Our test scores have raised dramatically not to mention we're all working hard to make it better. Our own community bashes our school, instead of just complaining, why don't you help us make it a better school for your own children? It's sad how the students can't even wear our school's clothing to a store without being criticized. People change, so can Schools. Teachers there help us and push us towards college. Don't judge us based on a few bad students. When you hear our school, "Ghetto" automatically comes into your mind. Once again, thats over reacting. Its actually a great school and I'm proud to call myself a Panther.
—Submitted by a student
Fights everyday. if you want this for your kids go right ahead but don't let this people fool you when they say this school is great they don't care for your kid they care to have a job. Perris High is the worst school I have ever known GHETTO, rude, bad, bad, bad, bad.................
—Submitted by a parent
I believe that Perris High is a great school and that the teachers arent just there for a pay check. My child wasn't doing so good and her teachers helped her and stayed in contact with me and even the sprit of the students there make me happy they strive for greatness.
—Submitted by a parent
to many gangs ,many drop outs, horrible teaching,low funding,
—Submitted by a parent
The teachers are great!!! They put goals for us and we don't live in a fantasy like others.We know where we stand and know how to deal with the different situations we encounter. 'Never give up'' is our school moto and that is exactly what we do inspite of the family and economic situations we deal with daily. The teachers as well wa the staff are there and understanding. So parents don't hate if you don't even know what really happens at your own homes. The staff deserve all the respect they deserve!! Know your child before you blame the school for your child failure.
—Submitted by a student
Perris High School for a long time has been though of as the 'worst school' in the Perris Union High School district. Ever since Penny Graham started being the principal everything started to change. Teachers follow the rules now and the quality of security is exceptional. Like in all high schools fights are usual, at PHS they are keeping it at a minimum with dedicated assistant principals, infact there are 3 assistant principle. That is a good thing to have because each has their own principal role to handle stuff. The counselors are doing their best to influence kids to do their best. The school even has an AVID counselor which is a great impact in the school because it gives the AVID students an advantage they know more about college oriented steps to take than the other counselors. This school is on track to reversing its bad reputation.
—Submitted by a parent
This is a terrible school. The staff is rude. There isn't any excitement about sending the kids to college. The parents have to do all the work for their kids to go to college. Also, the gym is very dirty. Send your kids to Rancho Verde or to Heritage high school. Please do not send your kids here.
—Submitted by a parent
this school always had fights and i dont like what my daughter tells me about the gang problem at the school.
—Submitted by a parent
The propensity for violence at this high school is higher than others. Some teachers make a valiant attempt at teaching the students but most eventually fall into the 'not caring' category because the lacking in parent participation/involvement from that area. After attending multiple high schools this one should be avoided if you can help it. Send your children to Paloma or Temescal Canyon where they can think more about school and grades instead of thinking about how to walk home without getting jumped. Good luck.
—Submitted by a student
This school has alot of potential. This school is lacking communication with the parents. Communication prior to failing a student will make this school academics boom to its best acadimic potential!
—Submitted by a parent
Perris high is not a good school, but they do have good teachers. I am currently a junior at perris, and this is my first year here. This school is also rundown and old. But there is also a positive side. The administration is very good. The counselors in particular. They will guide you on the right road to college, etc. I hope that this will give you some insight before enrolling your son/daughter.
—Submitted by a student
Perris high school is a very amzing school with teachers that actually care about you.
—Submitted by ruby, a student
Perris High School has been plagued for far too long by untrue tall tales of supposed on-campus violence and crime. The truth of the matter is that PHS has been improving steadily amidst these stories; with a new Science building and new Principal leadership, the school seems to have blue skies in its future. Beneathe the reputation lies a flurry of extra-curricular activity, the school's main strong point. Though the level of Parent involvement is almost embarrassingly low, programs like JROTC and the school's active selection of clubs and sports manage to keep the general being of the student body on a positive note. The school faces problems like many others. The staff is consistent in their efforts against such problems--coinciding nicely with the experienced teachers and counselors. As a student, I couldn't be more satisfied with a public school.
—Submitted by Michael Quiboloy, a student
I think this school is excellent it gives you all the right classes and the new principle there is awesome she boost everybodys spirit. Once your done talking to her she makes you feel like Yess Perris high is the best!
—Submitted by a student
This school is bad. The administration is pathetic. The teachers (some of them do care) think all students are wrong and won't support them.
—Submitted by a parent
I'm a parent who can say first hand even though the school looks rundown, I can say that my daughter has done a complete u-turn. Perris u need a new face lift. Other then that keep doing what ur doing.
—Submitted by a parent
My son went to this school and this school is horrible!
—Submitted by Cary L, a parent
The school has grown very much since it's opening in 1897. The staff is excpetional and great, new technology enviornment.
—Submitted by Aric, 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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
388 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
273 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
602 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 13% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
109 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
225 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
624 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
172 students were tested at this school in 2012.
2012
2011
2010
2009
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
2011
2010
2009
The state average for Science was 53% in 2012.
621 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
635 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 10% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
272 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
611 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
637 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 20% |
| Females | 23% |
| Males | 17% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 10% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 36% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 45% |
| Males | 56% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 26% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 42% |
| Males | 36% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 11% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 12% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | n/a |
| Students with disability | 5% |
| Students with no reported disability | 15% |
| English learner | 0% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 13% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 8% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 6% |
| Females | 8% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 4% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 26% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | 9% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 17% |
| Males | 28% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 3% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 16% |
| Females | 19% |
| Males | 12% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 13% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 36% |
| Males | 28% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 33% |
| Students with disability | 13% |
| Students with no reported disability | 32% |
| English learner | 5% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 28% |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 2% |
| Males | 5% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 1% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 60% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 27% |
| Males | 34% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 39% |
| Students with disability | 33% |
| Students with no reported disability | 31% |
| English learner | 12% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | n/a |
| All Students | 28% |
| Females | 22% |
| Males | 33% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 35% |
| Students with disability | 6% |
| Students with no reported disability | 30% |
| English learner | 11% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | n/a |
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
| All Students | 6% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 6% |
| Males | 14% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 7% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 58% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 8% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 10% |
| Females | 10% |
| Males | 9% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 10% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 27% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 12% |
| Males | 26% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 19% |
| Students with disability | 10% |
| Students with no reported disability | 20% |
| English learner | 9% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 39% |
| Males | 34% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 12% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | 5% |
| Females | 2% |
| Males | 7% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 10% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 25% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 28% |
| Females | 13% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 30% |
| Males | 39% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 44% |
| Students with disability | 5% |
| Students with no reported disability | 37% |
| English learner | 8% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | n/a |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
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
The state average for English Language Arts was 83% in 2012.
668 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
660 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 72% |
| Females | 77% |
| Males | 68% |
| African American | 74% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 79% |
| Economic Status Unknown | n/a |
| Students with disability | 20% |
| Tested with modifications | n/a |
| English learner | 41% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 73% |
| Females | 74% |
| Males | 72% |
| African American | 72% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Declined to state | n/a |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 79% |
| Economic Status Unknown | n/a |
| Students with disability | 17% |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
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
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 »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 83% | 51% | ||
| Black | 10% | 7% | ||
| White | 4% | 27% | ||
| Asian | 2% | 11% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 75% | N/A | 54% |
| English language learners 2 | 17% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 99% | 85% | ||
| Arabic | 0% | 1% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|
Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
175 East Nuevo Road
Perris,
CA 92571
Website: Click here
Phone: (951) 657-2171
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