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Teacher quality
Principal leadership
Parent involvement
the new school is beautiful, the teachers are great but some of the administrative decisions leave me baffled. i understand that the economy is bad but we need to make wise decisions and ensure that our kids are ready for college.
—Submitted by a parent
Pittsburg is a city in transition, the high school reflects this. The new administration has set high standards and some do not like this. I've taught at other schools and personally think that it is better to have high standards and allow some to fail than to have low standards so everybody can be a winner. I've never worked with an administration that worked so consistently hard to make sure that everybody gets an opportunity to learn.
—Submitted by a teacher
Pittsburg High School has the potential to be a GREAT place. New (outside the community) administrator has killed the spirit of the high school - what all alumni and staff remembers that made us a family is gone. And that's too bad. I hope they will be able to get that sense of Pirate Pride back. The school has great students and great staff who make the school a success. They've got to get back and keep those things that made us the proud family we used to be. The new school looks great but all the familiar faces are gone. Why is that? Did the current principal have to clean house so no one else can question or challenge his authority? Many think so. And too bad. He needs to learn, a good leader is only as good as those who support him. Support comes from encouraging and accepting participation in decision making and buy-in to those decisions. No one person knows it all and should never presume to think they do. Respect for others and their ability to also think and make logical choices goes a long way. Otherwise, you alienate everyone. The new school is beautiful. So far, it's a building with no heart.
—Submitted by a teacher
great school with a lot of diversity! its not the school that makes the grades but the students determination! this school has tons of pride and Im glad to be part of the graduating class of 2009! go pirates!
—Submitted by a student
i love this school. everyone gets along with eachother, the teachers are fun to hang out with and learn i love p.h.s.!!
—Submitted by a student
a very bad school to put your kid in, my B kid became a F student,,and became a.. whole..in this schoool..... very bad influence,kids there.. my mistake for not doing my homework on this school...
—Submitted by a parent
During my first year in college I knew I was not properly prepared after graduating from here. Ranking in the top 10 students and maintaining a high GPA throughout all four years at PHS does not translate into being well prepared for college. I was fortunate enough to have a few teachers who genuinely wanted to be in the classroom to teach; they wanted their students to learn and understand the material. They made you THINK! They did not want you to just regurgitate what you read in the textbook or what they wrote on the board. Most of these teachers, however, have transferred to other school or were offered administrative positions. A majority of the teachers seemed more like baby-sitters than teachers; they rarely provided any type of mental stimulation.
—Submitted by a student
If you are into sports then this is the school for you,if you want to go to college don't go here
—Submitted by a parent
As a parent and alumni of PHS I'd have to say this school is pretty good. The key to any school aside from the staff is parent involvement. As a working parent it is/was not always easy for me to drop in to talk with the teachers/counselors, but the staff has always been willing to discuss my child s progress and always responsive to my e-mails. The resources are available for students to be successful, it's what you do with these resources that MAKE you who you want to be. Strive for excellence!!
—Submitted by a parent
Pittsburg high is not as bad as everyone thinks. The students that complain are often the ones that don't go seeking help. Help is always available if you look for it! plus, Pittsburg High is a a great place of diversity and is a major example of America's melting pot. I was given many oportunities to succed myself, and there a so many programs at pitt to help a student succed, such as advid, puente, bridge to college, bsu, and so many more that encourage sutdents to go further, all one needs to do is get up and really look!
My son is having a trouble time getting feedback from his teachers. They only give homework once a week and they do not go over it so they will have something to study for the test.
—Submitted by a parent
Me as a parent that has one child attending and one child I had to take out and send her to another district was and is disappoint with Pittsburg HS as a whole. While it is the responsibility of the student to take care advantage of their education, sometimes I feel that the teachers at a whole does not get as involved as they should. Especially with the next Exit Exam for kids graduating in 2007 and beyond, it doesn't seem to me like the teachers are helping the kids out,and unfornately with only one school in Pittsburg for high school students you are basically stuck with the school district.
—Submitted by a parent
I was born and raised in Pittsburg. Throughout my years at Pitt, I found myself both proud and severely disapoointed. I adored the different types of people I met. Pittsburg is truly one of the forerunners in America's melting pot. It's possible it's more of the community than the school for this. However, the teachers I had were truly not the best educators. Certainly, some of them stood out as true teachers that cared what they were doing. Yet, I felt as though many of my peers left school feeling as though all they needed was their high school diploma to make it in life. Both the high school and the community failed to encourage us to go further in life. It was disappointing and to this day I wonder how much has really changed.
—Submitted by a former student
This school is less a learning environment than a prison camp. It is not the fault of the teachers or the administration but the town itself. The shining exception to the poor academic experience of this school is the outstanding music program which produces an award winning marching band yearly. Peer pressure is not just about drugs, but lifestyle. If you want your child to value education and have halfway decent standards for learning, do not send them to this unfortunate school which just has too many kids whose parents don't give a damn to adequate educate the few that do.
—Submitted by a teacher
This is a okay school, oh sure most svchools have its problems but it is decent. It is nothing like oakland or richmond though
—Submitted by a parent
I attended PHS from 1998 to 2002. I'm sorry to say but frankly, I believe the only way to success for anyone attending that school are for those who can stay focused on their education and/or get out of Pittsburg.
—Submitted by a former student
I have had 2 different experiences with this school. The first was Not good; the second is turning out good.
—Submitted by a parent
Very good commited teachers but it's the environment that is disliked by most of the students who want to learn but there are a few who disrupt school time. Many clubs and classes. Auto, wood, spanish, green house, many, many activities, soccor, golf.
—Submitted by a student
PHS is a great school with exceptional teachers who dedicate there lifes around there teacheres Mrs Berqueast, Mr Pyle, Mr Ford, and tons more. My sons life was changed when he attended this school 'in a good way' his grades and his attitude improved and now at collage he is becoming a electrical engeneer. He gradutes in 06 thanks to the great influence of PHS.
—Submitted by Hendrix Loushad, a parent
After reading all the reviews on this school it is clear to see the only thing good at Pittsburg High are the Band and clubs! The school is only worried about money not education. They are not concerned about student/staff safety only money thats why it takes an act of God to suspened or expell a student no mateer what! The 'security' staff is a joke! About the only people I do see when I visit there is the custodial staff. ( I can't believe with the square footage and student population there are only 12 of them)
—Submitted by Bob Zook, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
452 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
697 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.
788 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.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
270 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.
68 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 13% in 2012.
200 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
398 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
673 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
338 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
658 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
626 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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
303 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
551 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
235 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
519 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
15 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 | 19% |
| Females | 18% |
| Males | 21% |
| African American | 20% |
| Asian | n/a |
| Filipino | 38% |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 22% |
| Students with disability | 4% |
| Students with no reported disability | 20% |
| English learner | 16% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 73% |
| Females | 64% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| 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 | 31% |
| Males | 38% |
| African American | 26% |
| Asian | 58% |
| Filipino | 62% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 56% |
| Samoan | n/a |
| Other Pacific Islander | 54% |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 15% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 26% |
| 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 | 40% |
| Females | 44% |
| Males | 36% |
| African American | 31% |
| Asian | 52% |
| Filipino | 73% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 47% |
| Samoan | n/a |
| Other Pacific Islander | 58% |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 51% |
| Students with disability | 0% |
| Students with no reported disability | 42% |
| English learner | 12% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 31% |
| 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 |
| 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 | 18% |
| Females | 15% |
| Males | 21% |
| African American | 7% |
| Asian | 27% |
| Filipino | 25% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 8% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| 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 | 9% |
| Females | 0% |
| Males | 15% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 13% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| 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 | 9% |
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 | 24% |
| Females | 25% |
| Males | 22% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 12% |
| Students with disability | 0% |
| Students with no reported disability | 25% |
| English learner | 20% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 21% |
| Females | 26% |
| Males | 15% |
| African American | 16% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 24% |
| Males | 23% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| 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 | 25% |
| Non-economically disadvantaged | 21% |
| Students with disability | 8% |
| Students with no reported disability | 25% |
| English learner | 16% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 17% |
| Females | 15% |
| Males | 19% |
| African American | 9% |
| Asian | 16% |
| Filipino | 32% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 22% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| 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 | 13% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | 20% |
| Parent education - declined to state | 9% |
| 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 |
| 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 | 32% |
| Females | 38% |
| Males | 28% |
| African American | 25% |
| Asian | 37% |
| Filipino | 58% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 42% |
| Students with disability | 3% |
| Students with no reported disability | 34% |
| English learner | 6% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | 22% |
| All Students | 12% |
| Females | 6% |
| Males | 18% |
| African American | 5% |
| Asian | 33% |
| Filipino | 24% |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 6% |
| Students with disability | 4% |
| Students with no reported disability | 13% |
| English learner | 11% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 66% |
| Females | 57% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 83% |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| 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) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 32% |
| Males | 32% |
| African American | 23% |
| Asian | 44% |
| Filipino | 58% |
| 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) | 52% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 43% |
| Students with disability | 5% |
| Students with no reported disability | 34% |
| English learner | 11% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | 19% |
| All Students | 35% |
| Females | 27% |
| Males | 41% |
| African American | 23% |
| Asian | 60% |
| Filipino | 48% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 39% |
| Students with disability | 10% |
| Students with no reported disability | 36% |
| English learner | 14% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | 27% |
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 | 16% |
| Females | 4% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 0% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 23% |
| 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 | 7% |
| Females | 4% |
| Males | 12% |
| African American | 13% |
| Asian | n/a |
| Filipino | 6% |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 0% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 42% |
| Females | 50% |
| Males | 33% |
| African American | 40% |
| Asian | n/a |
| Filipino | 72% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 56% |
| Students with disability | 0% |
| Students with no reported disability | 46% |
| English learner | 6% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 8% |
| Females | 7% |
| Males | 10% |
| African American | 7% |
| Asian | 13% |
| Filipino | 5% |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 6% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 4% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| 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 |
| 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 | 31% |
| Females | 36% |
| Males | 26% |
| African American | 26% |
| Asian | 35% |
| Filipino | 53% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 27% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 38% |
| Students with disability | 3% |
| Students with no reported disability | 33% |
| English learner | 3% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | 26% |
| All Students | 6% |
| Females | 6% |
| Males | 5% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 5% |
| Students with disability | 0% |
| Students with no reported disability | 6% |
| English learner | 5% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 20% |
| Females | 22% |
| Males | 18% |
| African American | 13% |
| Asian | n/a |
| Filipino | 36% |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 52% |
| Females | 43% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| 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 | 38% |
| Females | 33% |
| Males | 44% |
| African American | 33% |
| Asian | 61% |
| Filipino | 45% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 55% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 44% |
| Students with disability | 14% |
| Students with no reported disability | 40% |
| English learner | 9% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 36% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| 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 - 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.
614 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
614 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 | 81% |
| Females | 89% |
| Males | 75% |
| African American | 83% |
| Asian | 81% |
| Filipino | 90% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Declined to state | 67% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 75% |
| Students with disability | n/a |
| Tested with modifications | 0% |
| English learner | 55% |
| Language Fluency Unknown | 75% |
| Migrant education | n/a |
| All Students | 80% |
| Females | 79% |
| Males | 81% |
| African American | 79% |
| Asian | 92% |
| Filipino | 92% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | 77% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 85% |
| Economic Status Unknown | 76% |
| Students with disability | n/a |
| Tested with modifications | 0% |
| English learner | 56% |
| Language Fluency Unknown | 92% |
| 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
Asian
Filipino
Hispanic or Latino
Pacific Islander
Other Pacific Islander
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
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 48% | 49% | ||
| African American | 25% | 7% | ||
| White | 8% | 28% | ||
| Filipino | 7% | 3% | ||
| Multiple or No Response | 5% | 3% | ||
| Asian | 4% | 8% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 59% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 87% | 85% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Punjabi | 3% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Arabic | 0% | 1% | ||
| Chamorro (Guamanian) | 0% | 0% | ||
| German | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Indonesian | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Portuguese | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 81% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |
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1750 Harbor Street
Pittsburg,
CA 94565
Website: Click here
Phone: (925) 473-2390
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