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GreatSchools Rating

Pittsburg Senior High School

Public | 9-12 | 2391 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 2 ratings

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32 reviews of this school


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Posted August 12, 2012

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


Posted December 13, 2010

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


Posted September 7, 2010

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


Posted October 15, 2009

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


Posted October 7, 2009

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


Posted August 20, 2009

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


Posted April 27, 2009

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


Posted January 13, 2009

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


Posted August 4, 2008

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


Posted September 11, 2007

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!


Posted February 26, 2007

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


Posted October 31, 2006

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


Posted March 15, 2006

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


Posted February 26, 2006

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


Posted February 7, 2006

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


Posted October 14, 2005

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


Posted April 7, 2005

I have had 2 different experiences with this school. The first was Not good; the second is turning out good.
—Submitted by a parent


Posted January 28, 2005

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


Posted November 19, 2004

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


Posted June 3, 2004

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

678

Change from
2011 to 2012

N/A

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

678

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

N/A

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

2 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

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

452 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
14%

2010

 
 
18%

2009

 
 
25%
Algebra II

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

49 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
80%

2010

 
 
89%

2009

 
 
50%
Biology/Life Sciences

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

697 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
31%

2010

 
 
51%

2009

 
 
48%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
44%

2009

 
 
12%
English Language Arts

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

788 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
38%

2010

 
 
38%

2009

 
 
37%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

270 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
28%

2010

 
 
38%

2009

 
 
11%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
4%

2009

 
 
n/a
World History

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

68 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
11%

2010

 
 
2%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

200 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
10%

2010

 
 
14%

2009

 
 
15%
Algebra II

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

86 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
39%

2010

 
 
20%

2009

 
 
10%
Biology/Life Sciences

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

118 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
22%

2010

 
 
15%

2009

 
 
11%
Chemistry

The state average for Chemistry was 51% in 2012.

398 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
27%

2010

 
 
22%

2009

 
 
32%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
38%

2009

 
 
31%
English Language Arts

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

673 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
35%

2010

 
 
30%

2009

 
 
35%
Geometry

The state average for Geometry was 17% in 2012.

338 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
9%

2010

 
 
12%

2009

 
 
13%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
66%

2011

 
 
58%

2010

 
 
51%

2009

 
 
43%
Science

The state average for Science was 53% in 2012.

658 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
32%

2010

 
 
25%

2009

 
 
27%
World History

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

626 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
34%

2010

 
 
38%

2009

 
 
26%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

49 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
21%

2010

 
 
13%

2009

 
 
18%
Algebra II

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

136 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
16%

2010

 
 
14%

2009

 
 
13%
Biology/Life Sciences

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

141 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
30%

2010

 
 
43%

2009

 
 
35%
Chemistry

The state average for Chemistry was 34% in 2012.

303 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
4%

2010

 
 
5%

2009

 
 
5%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
29%

2009

 
 
11%
English Language Arts

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

551 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
32%

2010

 
 
31%

2009

 
 
32%
Geometry

The state average for Geometry was 9% in 2012.

235 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
10%

2010

 
 
7%

2009

 
 
6%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
20%

2011

 
 
29%

2010

 
 
27%

2009

 
 
18%
Physics

The state average for Physics was 56% in 2012.

43 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
50%

2010

 
 
48%

2009

 
 
28%
U.S. History

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

519 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
40%

2010

 
 
40%

2009

 
 
37%
World History

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

15 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
10%

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students19%
Females18%
Males21%
African American20%
Asiann/a
Filipino38%
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantaged19%
Non-economically disadvantaged22%
Students with disability4%
Students with no reported disability20%
English learner16%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)18%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Algebra II

All Students73%
Females64%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
White (not Hispanic)n/a
Economically disadvantaged82%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate86%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students35%
Females31%
Males38%
African American26%
Asian58%
Filipino62%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islander56%
Samoann/a
Other Pacific Islander54%
White (not Hispanic)52%
Economically disadvantaged32%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability35%
English learner15%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)41%
Parent education - college graduate47%
Parent education - graduate school/post graduate50%
Parent education - declined to state26%

Earth Science

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

English Language Arts

All Students40%
Females44%
Males36%
African American31%
Asian52%
Filipino73%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander47%
Samoann/a
Other Pacific Islander58%
White (not Hispanic)55%
Economically disadvantaged37%
Non-economically disadvantaged51%
Students with disability0%
Students with no reported disability42%
English learner12%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)46%
Parent education - college graduate61%
Parent education - graduate school/post graduate58%
Parent education - declined to state31%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students18%
Females15%
Males21%
African American7%
Asian27%
Filipino25%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged15%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability18%
English learner8%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)25%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Integrated/Coordinated Science 1

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

World History

All Students9%
Females0%
Males15%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino11%
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability10%
English learner13%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students24%
Females25%
Males22%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged26%
Non-economically disadvantaged12%
Students with disability0%
Students with no reported disability25%
English learner20%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)19%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Algebra II

All Students21%
Females26%
Males15%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)32%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students23%
Females24%
Males23%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged21%
Students with disability8%
Students with no reported disability25%
English learner16%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)21%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

Chemistry

All Students17%
Females15%
Males19%
African American9%
Asian16%
Filipino32%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged14%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability17%
English learner0%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)25%
Parent education - college graduate28%
Parent education - graduate school/post graduate20%
Parent education - declined to state9%

Earth Science

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

English Language Arts

All Students32%
Females38%
Males28%
African American25%
Asian37%
Filipino58%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged30%
Non-economically disadvantaged42%
Students with disability3%
Students with no reported disability34%
English learner6%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)39%
Parent education - college graduate51%
Parent education - graduate school/post graduate43%
Parent education - declined to state22%

Geometry

All Students12%
Females6%
Males18%
African American5%
Asian33%
Filipino24%
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged14%
Non-economically disadvantaged6%
Students with disability4%
Students with no reported disability13%
English learner11%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)9%
Parent education - college graduate22%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

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

All Students66%
Females57%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged83%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students32%
Females32%
Males32%
African American23%
Asian44%
Filipino58%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged28%
Non-economically disadvantaged43%
Students with disability5%
Students with no reported disability34%
English learner11%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)36%
Parent education - college graduate57%
Parent education - graduate school/post graduate40%
Parent education - declined to state19%

World History

All Students35%
Females27%
Males41%
African American23%
Asian60%
Filipino48%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged34%
Non-economically disadvantaged39%
Students with disability10%
Students with no reported disability36%
English learner14%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)40%
Parent education - college graduate49%
Parent education - graduate school/post graduate35%
Parent education - declined to state27%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students16%
Females4%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability18%
English learner0%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students7%
Females4%
Males12%
African American13%
Asiann/a
Filipino6%
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)11%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Biology/Life Sciences

All Students42%
Females50%
Males33%
African American40%
Asiann/a
Filipino72%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged56%
Students with disability0%
Students with no reported disability46%
English learner6%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)46%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Chemistry

All Students8%
Females7%
Males10%
African American7%
Asian13%
Filipino5%
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged10%
Non-economically disadvantaged6%
Students with disability0%
Students with no reported disability9%
English learner4%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)8%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Earth Science

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

English Language Arts

All Students31%
Females36%
Males26%
African American26%
Asian35%
Filipino53%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islander27%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged29%
Non-economically disadvantaged38%
Students with disability3%
Students with no reported disability33%
English learner3%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)34%
Parent education - college graduate44%
Parent education - graduate school/post graduate56%
Parent education - declined to state26%

Geometry

All Students6%
Females6%
Males5%
African American3%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
White (not Hispanic)7%
Economically disadvantaged6%
Non-economically disadvantaged5%
Students with disability0%
Students with no reported disability6%
English learner5%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)5%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

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

All Students20%
Females22%
Males18%
African American13%
Asiann/a
Filipino36%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)32%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Physics

All Students52%
Females43%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students38%
Females33%
Males44%
African American33%
Asian61%
Filipino45%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islander55%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged36%
Non-economically disadvantaged44%
Students with disability14%
Students with no reported disability40%
English learner9%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)38%
Parent education - college graduate50%
Parent education - graduate school/post graduate76%
Parent education - declined to state36%

World History

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

614 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
78%

2010

 
 
80%

2009

 
 
72%
Math

The state average for Math was 84% in 2012.

614 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
75%

2010

 
 
78%

2009

 
 
76%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students81%
Females89%
Males75%
African American83%
Asian81%
Filipino90%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to state67%
Economically disadvantaged80%
Non-economically disadvantaged91%
Economic Status Unknown75%
Students with disabilityn/a
Tested with modifications0%
English learner55%
Language Fluency Unknown75%
Migrant educationn/a

Math

All Students80%
Females79%
Males81%
African American79%
Asian92%
Filipino92%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to state77%
Economically disadvantaged80%
Non-economically disadvantaged85%
Economic Status Unknown76%
Students with disabilityn/a
Tested with modifications0%
English learner56%
Language Fluency Unknown92%
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 118%N/A24%
Students eligible for free or reduced-price lunch program 259%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 81%N/A96%
Emergency credential or waiver 5%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1750 Harbor Street
Pittsburg, CA 94565
Website: Click here
Phone: (925) 473-2390

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