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Teacher quality
Principal leadership
Parent involvement
As our daughter's senior year comes to an end, we are relieved and thankful to be leaving. College Park is a disgrace. While aware of the limitations of the huge Mt. Diablo school district in terms of class size and funding for programs, the administrations mismanagement is ridiculous. The morale is horrible for teachers and students alike. We are thankful for the few wonderful teachers that she did have and that she overcame the incompetence of the others. The last 2 years with the current principle have been especially bad. There are not enough AP classes, not enough variety in the curriculum, not enough guidance personnel and a shortage of supplies such as current textbooks. The school district is too large and too administrator heavy and this school is suffering. Our daughter goes off to college later this year and definately wont miss high school.
—Submitted by a parent
CPHS is a fine school for motivated, good students. If your child has any special needs, low motivation or anything else outside the norm, you will likely feel let-down. We transferred our child to a private high school because he had a 401 plan and wasn't getting any kind of special accommodations, even though they were specified and we met with the whole staff. I liked the teachers and most of the staff, but they are totally overwhelmed and have nothing extra to offer.
—Submitted by a parent
Great School and Parent Participation. Pleasant Hill has a great neighborhood/family fee to it. The students at college park are all approachable - and that is at any grade level. Especially if your kid is in sports. My kid had senior friends when he was a freshman! As with any school, some teachers are not as good as others. But all in all most of his teachers were very good. Parent involvement is tops.
—Submitted by a parent
All the standard reviews of College Park at the start of 2009 were great. Due to budget cuts class sizes have risen dramatically (how can you teach a math class with 40 students crammed in!). The average is now between 38 and 40 students per class. Homework and tests are not returned for months- -some of the teachers are absolutely unresponsive to parent inquiries and requests to discuss their child's performance. In one case when I complained to the Vice Principal that a teacher was telling the class they couldn't do anything about the way he was runnign the class becuase he had tenure. The V.P. just nodded and asked if I wanted to talk to him directly. He never called. College Park has a wonderful Eco-Tech program and wonderful caring teachers in that program but it too has suffered with overcrowding and the dynamics that come along. We are looking elsewhere...
—Submitted by a parent
College Park has more teachers with Masters Degrees that any other Mount Diablo Unified School. Yes even more than Northgate. Going forward College Park will be the school of choice since many young affluent families are buying homes in Pleasant Hill. I went to Northgate but with home prices simply unafordable in that area even after this recession they are still in the 700-800K range. While in Pleasant Hill you can get a very nice home in the wanted Valley High area for the 500-600K range and get much more home.
This school is going downhill, I've had a couple* of good teachers attending this school in the 3 years I've been here. I had an amazing science teacher that sadly was pink slipped. Now there is a new teacher, her first year teaching at College Park. One of the worst teachers I've ever had. There have been more then several complaints from parents and students, yet this teacher has not been fired. Many of these teachers are unorganized, rude, or really just don't care for their students. Though this isn't all teachers, but many. Over the years I've really learned how horrible the administration is. I love my peers and some of my teachers and some of the administration but the academic part of this school is starting to fall and especially the administration. If you are moving to this area DO NOT go to this school ! I give this school one star and only because of the few amazing teachers that it does have and the AP classes it offers. I plan on going on independent study or switching schools this is probabley one of the worst High Schools. It used* to be a good school. But now with budget cuts and horrible teachers filled in at the last minute. its most deff. gone down hill.
—Submitted by a student
Safety is of utmost importance- I get email notifications of important phone messages being left at home for anything that goes awry during, before, or after school. Kind of like an amber alert! Way to go!
—Submitted by a parent
My kids love their school and so do I. CP offers outstanding classes with a great selection of AP coursework, a broad range of after school clubs/athletics, and an incredible sense of community. Principal, staff and teachers are warm and committed - despite all of the district financial woes. Parents are equally committed to this vibrant learning community.
—Submitted by a parent
Excellent public school with lots of AP choices and socio-economic diversity. We considered going private (De la Salle), but glad he stayed. Son accepted to top UCs and selective privates.
—Submitted by a parent
This is an outstanding school. Lots of AP classes for students and right across from DVC community college. My daughter graduated and went into engineering at UC Berkeley. The other daughter is going to UC Santa Curz
—Submitted by a parent
My first daughter is about to graduate and looking back I am very glad we made the decision to send her here compared to a more affluent school in the area. She has been exposed to all sorts of people and I don't think it has prepared her for life and given her the ability to communicate and work with all types of people. There doesn't seem to be any elitism or affluence among the kids and I find that refreshing. There are all sorts of AP classes the kids can take which has challenged the top students nicely. Most of the teachers are terrific (only a few that aren't too swift but you get that at the private high schools too). She got into all the colleges she truly cared about with scholarships! The administration for the most part has been awesome too.
—Submitted by a parent
A great school. My son attended and had many opportunities available to prepare him for acceptance to the top UC's.
—Submitted by a parent
This is a great school for students who are going to the university of California or any other top 50 university. The art and science programs are top flight. Math teachers tend to give way to much homework.
—Submitted by a parent
Great School, too many kids from outside the area though.
—Submitted by a parent
College Park High School has been a great place for my son. We had some adjusting to do when he entered high scholl, but all in all this is a great school with lots of parent envolvement and support. I give College Park High School a 10 out of 10 !
—Submitted by a parent
As a 2005 graduate of College Park, I am sad to say the school is going downhill. I had a few good teachers, but I was overall unprepared for the rigors of a university education at a top college. I did not have to work hard in order to maintain good grades in my class, and it came back to bite me in college. I have done well in college, but it's been an uphill battle as I tried to compete with students who received much better preparation for the rigors of college.
Students can be late as many times as they want and not have any consequences at school. On the other hand, if they are on time they get bonus points. Wow, I wish I had it that easy in high school. Not impressed by any aspect of the school.
—Submitted by a parent
My child has attend for 2 years now. I'm not sure how I feel yet. It's taken until now to get retested and qualify for special ed. I'd been happier if the school came to me with concerns, however, this never happened. I've had to fight very hard and educated my self in this process to make things happen. I personally feel like the schools want to hurry the struggling students through the system so that they don't have to bother with all the extras a child may need. There needs to be more responsible staff to identify these students before it's too late for them. I don't see the difficulty in that. Someone just needs to care and I don't see that in the schools. These kids are one of thousands in the school, they are almost invisible. Someone needs to reach out and save these students.Where are the heros?
—Submitted by Gloria, a parent
I personally think that College Park is a great high school. It had some downs, but it also had a lot of ups. I think the sports programs and the extracurricular activities are wonderful.
—Submitted by a parent
The overall quality of education is excellent. Teachers are caring, competent in their areas of expertise, easy to contact when necessary. Most take an active interest in teaching their subjects and inspiring students to attain goals. As a result, many graduating students go on to top-notch colleges and universities, as shown by the class of 2005. There is an onsite career center, run by an outstanding counselor, willing to find answers to any questions presented. College Park offers a variety of sports, comparable to other schools in the area, as well as band, chorus, drama,and many clubs. Interested students can find involvement if they want--it is up to them. The PTSA is run by a wonderful group of parents each year who support the school and its activities. Band, chorus, and athletics have parent support groups as well. I am proud to say that my children attend College Park.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
232 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
503 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.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
216 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
217 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
423 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
130 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.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
414 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
432 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.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
445 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
66 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.
179 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
444 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 29% |
| Females | 26% |
| Males | 34% |
| African American | n/a |
| Asian | 42% |
| Filipino | 27% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 24% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 22% |
| All Students | 71% |
| Females | 71% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| 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 | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 65% |
| Males | 73% |
| African American | n/a |
| Asian | 72% |
| Filipino | 92% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 51% |
| All Students | 39% |
| Females | 31% |
| Males | 50% |
| 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) | 42% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| 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 | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 77% |
| Females | 81% |
| Males | 73% |
| African American | 73% |
| Asian | 80% |
| Filipino | 71% |
| Hispanic or Latino | 71% |
| 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) | 81% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 82% |
| Students with disability | 44% |
| Students with no reported disability | 78% |
| English learner | 21% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 65% |
| All Students | 21% |
| Females | 23% |
| Males | 20% |
| 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) | 24% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 22% |
| Students with disability | 0% |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| 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 | 59% |
| Females | 58% |
| Males | 59% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 40% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 12% |
| Females | 13% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 8% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 10% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 37% |
| Females | 40% |
| Males | 34% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 59% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 39% |
| All Students | 35% |
| Females | 31% |
| Males | 40% |
| African American | n/a |
| Asian | 38% |
| Filipino | 18% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 11% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 29% |
| All Students | 54% |
| Females | 54% |
| Males | 54% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 33% |
| All Students | 74% |
| 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 | 85% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| 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 | 60% |
| Females | 60% |
| Males | 60% |
| African American | 25% |
| Asian | 60% |
| Filipino | 53% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 66% |
| Students with disability | 30% |
| Students with no reported disability | 61% |
| English learner | 11% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 46% |
| All Students | 24% |
| Females | 23% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 41% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 29% |
| All Students | 96% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 62% |
| Females | 60% |
| Males | 63% |
| African American | 36% |
| Asian | 63% |
| Filipino | 47% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 69% |
| Students with disability | 27% |
| Students with no reported disability | 62% |
| English learner | 13% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 49% |
| All Students | 57% |
| Females | 52% |
| Males | 61% |
| African American | 38% |
| Asian | 51% |
| Filipino | 47% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 65% |
| Students with disability | 8% |
| Students with no reported disability | 60% |
| English learner | 14% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 42% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 6% |
| Females | n/a |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| 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 | 15% |
| Females | 10% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | 20% |
| Parent education - declined to state | 10% |
| All Students | 71% |
| Females | 69% |
| Males | 75% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 58% |
| All Students | 52% |
| Females | 57% |
| Males | 44% |
| African American | n/a |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 51% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 65% |
| Students with disability | 54% |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 48% |
| All Students | 65% |
| Females | 71% |
| Males | 59% |
| African American | 50% |
| Asian | 72% |
| Filipino | 67% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 68% |
| Students with disability | 36% |
| Students with no reported disability | 66% |
| English learner | 6% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 50% |
| All Students | 10% |
| Females | 6% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 64% |
| Females | 57% |
| Males | 70% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | n/a |
| Males | 73% |
| 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) | 70% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| 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 | 58% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 63% |
| Males | 62% |
| African American | 21% |
| Asian | 67% |
| Filipino | 64% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 65% |
| Students with disability | 24% |
| Students with no reported disability | 65% |
| English learner | 29% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 51% |
| 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 - 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.
439 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
438 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 | 93% |
| Females | 95% |
| Males | 91% |
| African American | 82% |
| Asian | 89% |
| Filipino | 94% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 95% |
| Students with disability | 42% |
| Tested with modifications | n/a |
| English learner | 59% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 95% |
| Females | 96% |
| Males | 94% |
| African American | 82% |
| Asian | 100% |
| Filipino | 94% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 98% |
| Students with disability | 70% |
| Tested with modifications | n/a |
| English learner | 66% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 64% | 27% | ||
| Hispanic | 18% | 51% | ||
| Asian | 12% | 11% | ||
| Black | 2% | 7% | ||
| Two or more races | 2% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 14% | N/A | 54% |
| English language learners 2 | 3% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 36% | 85% | ||
| All other non-English languages | 19% | 1% | ||
| Farsi (Persian) | 12% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| Portuguese | 6% | 0% | ||
| Korean | 4% | 1% | ||
| Russian | 4% | 0% | ||
| Cantonese | 3% | 2% | ||
| Vietnamese | 3% | 2% | ||
| Arabic | 1% | 1% | ||
| German | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Taiwanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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