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GreatSchools Rating

College Park High School

Public | 9-12 | 2034 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 4 ratings
2010:
Based on 2 ratings

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27 reviews of this school


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Posted June 3, 2013

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


Posted August 28, 2011

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


Posted August 21, 2011

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


Posted August 20, 2011

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


Posted April 10, 2011

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.


Posted November 17, 2010

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


Posted September 22, 2009

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


Posted September 2, 2009

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


Posted July 11, 2009

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


Posted May 13, 2009

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


Posted April 13, 2009

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


Posted December 15, 2008

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


Posted March 26, 2008

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


Posted February 12, 2008

Great School, too many kids from outside the area though.
—Submitted by a parent


Posted October 31, 2007

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


Posted June 14, 2007

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.


Posted September 27, 2006

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


Posted March 31, 2006

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


Posted August 20, 2005

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


Posted August 19, 2005

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.

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

815

Change from
2011 to 2012

+29

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

1 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

815

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

+29

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)

7 / 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)

1 / 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.

232 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
26%

2010

 
 
19%

2009

 
 
18%
Algebra II

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

24 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
95%

2010

 
 
85%

2009

 
 
n/a
Biology/Life Sciences

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

309 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
67%

2010

 
 
65%

2009

 
 
62%
Earth Science

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

53 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
39%

2010

 
 
35%

2009

 
 
31%
English Language Arts

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

503 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
61%

2010

 
 
71%

2009

 
 
69%
General Mathematics (Grades 6 & 7 Standards)

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

28 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
18%

2010

 
 
6%

2009

 
 
16%
Geometry

The state average for Geometry was 48% in 2012.

216 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
58%

2010

 
 
62%

2009

 
 
45%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
15%
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.

108 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
8%

2010

 
 
4%

2009

 
 
5%
Algebra II

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

144 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
52%

2010

 
 
48%

2009

 
 
44%
Biology/Life Sciences

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

217 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
41%

2010

 
 
54%

2009

 
 
53%
Chemistry

The state average for Chemistry was 51% in 2012.

150 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
54%

2010

 
 
60%

2009

 
 
48%
Earth Science

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

15 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
54%

2010

 
 
64%

2009

 
 
47%
English Language Arts

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

423 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
62%

2010

 
 
66%

2009

 
 
63%
Geometry

The state average for Geometry was 17% in 2012.

130 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
23%

2010

 
 
16%

2009

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
96%

2011

 
 
95%

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

414 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
58%

2010

 
 
62%

2009

 
 
67%
World History

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

432 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
50%

2010

 
 
51%

2009

 
 
48%
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.

34 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
0%

2010

 
 
14%

2009

 
 
n/a
Algebra II

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

102 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
8%

2010

 
 
11%

2009

 
 
8%
Biology/Life Sciences

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

99 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
74%

2010

 
 
74%

2009

 
 
74%
Chemistry

The state average for Chemistry was 34% in 2012.

127 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
40%

2010

 
 
40%

2009

 
 
29%
Earth Science

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

118 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
46%

2010

 
 
37%

2009

 
 
34%
English Language Arts

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

445 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
59%

2010

 
 
66%

2009

 
 
56%
Geometry

The state average for Geometry was 9% in 2012.

66 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
24%

2010

 
 
3%

2009

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
64%

2011

 
 
55%

2010

 
 
60%

2009

 
 
55%
Physics

The state average for Physics was 56% in 2012.

38 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
72%

2010

 
 
50%

2009

 
 
36%
U.S. History

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

444 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
60%

2010

 
 
64%

2009

 
 
54%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students29%
Females26%
Males34%
African Americann/a
Asian42%
Filipino27%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged23%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability31%
English learner24%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate17%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)26%
Parent education - college graduate39%
Parent education - graduate school/post graduate53%
Parent education - declined to state22%

Algebra II

All Students71%
Females71%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented79%
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 graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students69%
Females65%
Males73%
African Americann/a
Asian72%
Filipino92%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged51%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)61%
Parent education - college graduate79%
Parent education - graduate school/post graduate80%
Parent education - declined to state51%

Earth Science

All Students39%
Females31%
Males50%
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)42%
Economically disadvantaged21%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only42%
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 graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

English Language Arts

All Students77%
Females81%
Males73%
African American73%
Asian80%
Filipino71%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged68%
Non-economically disadvantaged82%
Students with disability44%
Students with no reported disability78%
English learner21%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate62%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)76%
Parent education - college graduate84%
Parent education - graduate school/post graduate94%
Parent education - declined to state65%

General Mathematics (Grades 6 & 7 Standards)

All Students21%
Females23%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)24%
Economically disadvantagedn/a
Non-economically disadvantaged22%
Students with disability0%
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only22%
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 Students59%
Females58%
Males59%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged54%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate58%
Parent education - graduate school/post graduate73%
Parent education - declined to state40%

Integrated/Coordinated Science 1

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

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students12%
Females13%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged14%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability13%
English learner8%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)15%
Parent education - college graduate10%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Algebra II

All Students37%
Females40%
Males34%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)34%
Economically disadvantaged19%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate30%
Parent education - graduate school/post graduate41%
Parent education - declined to state39%

Biology/Life Sciences

All Students35%
Females31%
Males40%
African Americann/a
Asian38%
Filipino18%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged21%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability36%
English learner11%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)38%
Parent education - college graduate35%
Parent education - graduate school/post graduate54%
Parent education - declined to state29%

Chemistry

All Students54%
Females54%
Males54%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged40%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)52%
Parent education - college graduate55%
Parent education - graduate school/post graduate64%
Parent education - declined to state33%

Earth Science

All Students74%
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 disadvantaged85%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only73%
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 Students60%
Females60%
Males60%
African American25%
Asian60%
Filipino53%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged37%
Non-economically disadvantaged66%
Students with disability30%
Students with no reported disability61%
English learner11%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)64%
Parent education - college graduate58%
Parent education - graduate school/post graduate76%
Parent education - declined to state46%

Geometry

All Students24%
Females23%
Males25%
African Americann/a
Asiann/a
Filipino0%
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged21%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented41%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)24%
Parent education - college graduate24%
Parent education - graduate school/post graduate18%
Parent education - declined to state29%

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

All Students96%
Femalesn/a
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students62%
Females60%
Males63%
African American36%
Asian63%
Filipino47%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged33%
Non-economically disadvantaged69%
Students with disability27%
Students with no reported disability62%
English learner13%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)63%
Parent education - college graduate61%
Parent education - graduate school/post graduate79%
Parent education - declined to state49%

World History

All Students57%
Females52%
Males61%
African American38%
Asian51%
Filipino47%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged29%
Non-economically disadvantaged65%
Students with disability8%
Students with no reported disability60%
English learner14%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)55%
Parent education - college graduate59%
Parent education - graduate school/post graduate78%
Parent education - declined to state42%
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 Students6%
Femalesn/a
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)8%
Economically disadvantagedn/a
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students15%
Females10%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged11%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented31%
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
Parent education - some college (includes AA degree)12%
Parent education - college graduate9%
Parent education - graduate school/post graduate20%
Parent education - declined to state10%

Biology/Life Sciences

All Students71%
Females69%
Males75%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged50%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)63%
Parent education - college graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to state58%

Chemistry

All Students52%
Females57%
Males44%
African Americann/a
Asian47%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged44%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)53%
Parent education - college graduate50%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Earth Science

All Students61%
Females51%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
White (not Hispanic)59%
Economically disadvantaged48%
Non-economically disadvantaged65%
Students with disability54%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)82%
Parent education - college graduate62%
Parent education - graduate school/post graduate71%
Parent education - declined to state48%

English Language Arts

All Students65%
Females71%
Males59%
African American50%
Asian72%
Filipino67%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged53%
Non-economically disadvantaged68%
Students with disability36%
Students with no reported disability66%
English learner6%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate40%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)67%
Parent education - college graduate66%
Parent education - graduate school/post graduate78%
Parent education - declined to state50%

Geometry

All Students10%
Females6%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
White (not Hispanic)12%
Economically disadvantaged6%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

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

All Students64%
Females57%
Males70%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
White (not Hispanic)64%
Economically disadvantaged59%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate60%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Physics

All Students65%
Femalesn/a
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented85%
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 graduate58%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

U.S. History

All Students62%
Females63%
Males62%
African American21%
Asian67%
Filipino64%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged51%
Non-economically disadvantaged65%
Students with disability24%
Students with no reported disability65%
English learner29%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate42%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)57%
Parent education - college graduate70%
Parent education - graduate school/post graduate74%
Parent education - declined to state51%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

439 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
97%

2010

 
 
95%

2009

 
 
95%
Math

The state average for Math was 84% in 2012.

438 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
95%

2010

 
 
95%

2009

 
 
95%
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 Students93%
Females95%
Males91%
African American82%
Asian89%
Filipino94%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged81%
Non-economically disadvantaged96%
Economic Status Unknown95%
Students with disability42%
Tested with modificationsn/a
English learner59%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students95%
Females96%
Males94%
African American82%
Asian100%
Filipino94%
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged87%
Non-economically disadvantaged97%
Economic Status Unknown98%
Students with disability70%
Tested with modificationsn/a
English learner66%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
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%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 114%N/A54%
English language learners 23%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 30N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 94%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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201 Viking Drive
Pleasant Hill, CA 94523
Website: Click here
Phone: (925) 682-7670

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