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GreatSchools Rating

International Polytechnic High School

Public | 9-12 | 540 students

iPoly is best known as a highly-ranked, project-based, college prep school.

 
 

Living in Pomona

Situated in an urban neighborhood. The median home value is $190,000. The average monthly rent for a 2 bedroom apartment is $1,250.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 5 ratings
2012:
Based on 2 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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37 reviews of this school


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Posted June 22, 2014

Like the author of the previous review, I graduated from iPoly this year, took college classes, and noticed a dramatic improvement in myself in many areas. What iPoly really helped me do was become more of a social being, a community member. I can hold conversations with a variety of personalities now and can deal with my fear of the novel much more effectively than before. I thank the numerous group projects, talking to professors to get into classes at Cal Poly (math classes filled up quickly so I had to act accordingly), and the overall atmosphere at iPoly for this. We are a family. I discovered hardship, friendship, and myself at this school and am a better person for it. They accepted me and all my quirks and I've, thus, learned to accept myself. That's a gift I feel no other school could have given me. I love you, iPoly, and I'll see you around.
—Submitted by a student


Posted June 9, 2014

I just graduated from iPoly, and the school really changed my life. In the four years that I was at iPoly, my communication and time management dramatically improved. I learned how to overcome my shyness, and gained confidence through all the presentations and group work we had. Teachers were very supportive, and you could tell they really loved helping the students. I was able to take college classes the last two years and had a great experience.. I really feel ready for college. Last but not least, I am proud to say that I was accepted to 5 of the 6 colleges I applied to!! I feel that iPoly gave me the confidence I needed to succeed in college and in my future.. Thank you iPoly!!
—Submitted by a student


Posted October 27, 2013

This school is on the top of my list for my son to attend starting 2014-15 school year. Orientation was awesome and I cant wait for m son to get accepted and attend!!!
—Submitted by a parent


Posted June 19, 2013

As we participated our child's graduation this June,we felt so proud of our kid and also appreciated a lot for I-poly. This school trains students with different thinking and learning process which makes students comprehend the knowledge by many presentations. Through the process, students know to present themselves with logic thinking. Another important benefit to study at I-poly which student has chance to take the course from Cal-poly, Pomona. This benefit helps our kid is admitted by UC Berkeley.
—Submitted by a parent


Posted May 13, 2013

I love iPoly!!! The teachers are great and people here are sooo friendly! Even though I still keep in touch with my old friends from middle school who go to other high schools, I can honestly say I have made friends at iPoly that I will keep in touch with for the rest of my life. We're like a big family! I love all the project work, and the high expectations the teachers have of us. They want us to show extra effort and creativity in all of our work and "think out of the box." Lately, I've really started focusing on getting into my dream college and know I will be prepared. I'm really excited about my future, and glad I chose iPoly to help prepare me for a successful one!
—Submitted by a student


Posted April 25, 2013

I heard about iPoly High School from a friend. What else can I say except it is a wonderful school! I visited the campus earlier in the year, and attended an orientation. The students that presented were polished and confident. I am so pleased with the reputation of this school- the small size, its high ratings, use of technology, and that it is a distinguished school. The school does not permit misbehaviour of its students- I wish I had heard about it when my eldest child was in high school. Fortunately my youngest son has already passed his entrance exam, and applied early enough to get in for the fall. Highly recommended!
—Submitted by a parent


Posted February 22, 2013

My child is a current freshman. The school gives alot of responsibility to the student. At which has confirmed my teachings, you reap what you sew. The teachers have succeeded with keeping my child attentive to education. With the daily challenges of new assignments or homework, my child keeps busy. If your child can be trusted with freedom and liberty, then i would recommend this school for your family. But never force your child, guide your child. If your child doesnt want to be there, then listen. Otherwise, it will be a mutual regret.
—Submitted by a parent


Posted September 6, 2012

Transfered my child out of this school as a Sophmore because they only teach to pass tests. Kids are not being taught the real education they need to go on to college and life. Not to mention, the girls are bothered by the older male college Adults. School doesn't do much to keep the adults away from the teens.
—Submitted by a parent


Posted August 31, 2012

I just attended I Poly's parent orientation last night. My daughter will be attending as a 9th grader next week. I can't say enough good things about I Poly! I am very impressed by the school, and the staff. The families I met last night were all very friendly and very obviously care a lot about their children's education. I am really looking forward getting more involved with the school and offering all the support I can over the next four years.
—Submitted by a parent


Posted May 17, 2011

I am happy that I chose this school for my daughter. She has come out of her shell, and has become more confident. She has learned to take ownership of her abilities, work with different types of personalities through the group projects, and think out of the box. The school is small enough that the kids get to socialize and make many friends, in a safe environment, unlike overcrowded schools where there is unnecessary drama. The classes are challenging, but relevant to world events. These are just a few reasons that I-Poly has been the right choice for my daughter. She will be taking college classes at community colleges and Cal Poly while she's at the high school, and I am confident she will be successful thanks to this school!
—Submitted by a parent


Posted May 17, 2011

actually I have my son going to Ipoly, he is at the Junior grade, he been at this school for about 3 years. This school is the best, really good educated personal, counselors really helpful, the administration is always available to speak to you with any concern that arise. I recommend this school really well, my daughter is going this fall for freshmen year. and i am planning to send my other daughter once she get out from midle school in two more years. The teachers they really prepare and acknologeable, they help you out when you need support or you email to them, they response fast. Also if you want to have a conference with all the teachers they open to talk to you as long you make an apoyment. I am really happy my kids become part of the "one of the best distinguished Higschool at california." I am proud of this school. and for the staff and the students who made this school the best!!!!!. At first my son was really shy, but know he is confident about himself and he is able to speak well with others because the school have good projects where they able to be more confident.
—Submitted by a parent


Posted February 27, 2011

Hello, I am a freshman and I-Poly is a phenomenal high school to attend! I was pretty nervous on my first day of school - how was I to fit in, would my high school years be spent alone and filled with self-doubt....Most definitely NOT! :) Upon becoming a member of this school, I've learned so much about the world - how to help it be a better place, how to present in business meetings and such, how challenging and rewarding college will be. I cannot wait for my little brother to join me. Every kid deserves this kind of education! One helps kids gain a set of skills vital for life in the"real world" and instills a sense of concern for that which goes on around the world! I'm really happy :D
—Submitted by a student


Posted January 29, 2011

Both of our boys grad from I-Poly. One plans to get his PhD from a UC and one is going to a local JC to get his basic ed before moving on to get his Bus. degree. I credit the school for opening doors for the boys to find their passions. I know a lot of students that start college that have no idea what they want to do, both our boys started knowing just what they want and unafraid to go to go out and get it!!! Bless the teachers, administration and parents that are involved in the many doors that open for the students.
—Submitted by a parent


Posted October 11, 2010

It is a very good supportive learning environment. All classes are college prep and its project based. So learning here is more like the real world which can only help the students.
—Submitted by a parent


Posted June 29, 2010

In my opinion, this is one of the best schools out there especially as a public school. It is small, located at Cal Poly, open to students from any district, and it offers students a lot of opportunities. The curriculum is challenging, but the projects make the learning enjoyable. A lot of the students take college classes early, and the graduation rate is phenomenal!
—Submitted by a parent


Posted January 11, 2010

I-Poly is the type of high school that I wish I had the chance to attend when I was younger. I-Poly is a 500-student, tuition-free, college prep high school located on the campus of Cal Poly Pomona University; students get to use the college resources such as the University Library. I-Poly students are encouraged to take college classes while in high school, which allows them to earn transferable units. Students learn essential skills in a Project-Based setting that will help them in college and the workforce such as time management, public speaking, interpersonal communication, conflict resolution, and how to work effectively in teams. The school population is very diverse, serving students from all surrounding counties. Carpooling is very popular. Students treat each other with respect. There is also a zero-tolerance policy on campus students must remain on good behavior to attend. Great school!


Posted January 11, 2010

I-Poly HIgh School truly is a shining star! 2009 California Distinguished School 2006 Golden Bell Award 99% Graduation Rate* *All students must graduate meeting the UC A-G requirements (college prep curriculum)
—Submitted by a teacher


Posted January 9, 2010

I'm currently a junior transferred from West Covina High School. Wow this school has brought me from a shy individual to an outgoing student who's ready to challenge this anti-social world with my new confidence. Even though this school is located in a rough neighborhood, it has the elements of success.
—Submitted by a student


Posted November 21, 2009

My niece attends I-Poly and truly loves it. I've never seen a student so happy with their school and especially with homework. She has matured so much and I believe this school has brought out the best in this once shy teen.


Posted November 3, 2009

This high school is a hidden jewel. No other school can claim 99% graduation rate; 94% go on to higher education; 1.30 teacher to student ratio; 86% of students population is ethically diverse and all these successes with a limited budget. These percentages indicate teachers dedication, student commitment and parent support. I m proud to be part of this amazing community of high achievers.
—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 2013.

This school's
API score

879

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

9 / 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 2013

This school's
API score

879

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
2012 to 2013

-5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

10 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
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 2013.

141 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
59%

2011

 
 
61%

2010

 
 
65%
Algebra II

The state average for Algebra II was 65% in 2013.

2013

 
 
n/a

2012

 
 
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2011

 
 
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2010

 
 
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Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
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2012

 
 
n/a

2011

 
 
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2010

 
 
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English Language Arts

The state average for English Language Arts was 62% in 2013.

141 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
90%

2011

 
 
94%

2010

 
 
91%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Geometry

The state average for Geometry was 45% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
n/a

2010

 
 
n/a
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Physics

The state average for Physics was 38% in 2013.

2013

 
 
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World History

The state average for World History was 51% in 2013.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Algebra II

The state average for Algebra II was 39% in 2013.

2013

 
 
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2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

134 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
79%

2011

 
 
82%

2010

 
 
72%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
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2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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English Language Arts

The state average for English Language Arts was 52% in 2013.

135 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
86%

2011

 
 
84%

2010

 
 
80%
Geometry

The state average for Geometry was 15% in 2013.

134 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
46%

2011

 
 
49%

2010

 
 
25%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Science

The state average for Science was 54% in 2013.

135 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%

2011

 
 
83%

2010

 
 
79%
World History

The state average for World History was 46% in 2013.

134 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
75%

2011

 
 
72%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2013.

132 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
15%

2011

 
 
14%

2010

 
 
13%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

131 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
52%

2011

 
 
39%

2010

 
 
25%
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

132 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
84%

2011

 
 
74%

2010

 
 
70%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

The state average for U.S. History was 50% in 2013.

132 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%

2011

 
 
73%

2010

 
 
69%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students62%
Females59%
Males67%
African Americann/a
Asian100%
Filipino69%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged67%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)53%
Parent education - college graduate72%
Parent education - graduate school/post graduate66%
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students93%
Females91%
Males97%
African Americann/a
Asian100%
Filipino100%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged89%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduate90%
Parent education - some college (includes AA degree)93%
Parent education - college graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

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

Algebra II

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

Biology/Life Sciences

All Students82%
Females80%
Males83%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged72%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)77%
Parent education - college graduate89%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Chemistry

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

Earth Science

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

English Language Arts

All Students81%
Females79%
Males85%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged69%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)83%
Parent education - college graduate82%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Geometry

All Students42%
Females37%
Males51%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged36%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability43%
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 graduate12%
Parent education - some college (includes AA degree)39%
Parent education - college graduate49%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

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

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

Science

All Students87%
Females85%
Males89%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged78%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)87%
Parent education - college graduate92%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

World History

All Students70%
Females59%
Males87%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged58%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)68%
Parent education - college graduate82%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

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

Algebra II

All Students25%
Females13%
Males35%
African Americann/a
Asiann/a
Filipino46%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)18%
Parent education - college graduate42%
Parent education - graduate school/post graduate30%
Parent education - declined to staten/a

Biology/Life Sciences

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

Chemistry

All Students53%
Females43%
Males63%
African Americann/a
Asiann/a
Filipino69%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)48%
Parent education - college graduate68%
Parent education - graduate school/post graduate45%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students77%
Females78%
Males77%
African Americann/a
Asiann/a
Filipino100%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate65%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)85%
Parent education - college graduate79%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Geometry

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

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

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

Physics

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

U.S. History

All Students81%
Females72%
Males91%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)83%
Parent education - college graduate92%
Parent education - graduate school/post graduate80%
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

136 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%
Math

The state average for Math was 84% in 2013.

136 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%

2011

 
 
98%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students98%
Females99%
Males96%
Gender Unknownn/a
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino99%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged95%
Non-economically disadvantaged99%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 66%
White 12%
Asian 8%
Black 2%
American Indian/Alaska Native 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 25%N/AN/A
English language learners 1%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

Percentage of students going to 2-year college 49% (2013)
Percentage of students going to 4-year college 51% (2013)
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
College counselor(s)
Computer specialist(s)
Dance teacher(s)
ELL/ESL Coordinator
Librarian/media specialist(s)
Math specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
Poetry/Creative writing teacher(s)
Reading specialist(s)
Robotics/Technology specialist(s)
Security personnel
School psychologist
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Chinese (Mandarin)
Spanish
Tagalog
Read more about programs at this school
Source: Provided by school officials and community members.

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Awards

Academic awards received in the past 3 years
  • Golden Bell Award- CA School Board Association (in the category of Innovation in High Schools). (2006)
  • Distinguished Schools Award- CA Dept of Education (2013)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Hearing impairments
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
  • Visual impairments
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Science lab
Clubs
  • Recycling club

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Music room
  • Performance stage
Visual arts
  • Photography
Music
  • Instrumental music lessons
  • Theory
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Video / Film production
Clubs
  • Dance club
  • Drama club
  • Flag girls
  • Yearbook

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Spanish
  • Tagalog
Clubs
  • Foreign language and culture club

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Gym
  • Multi-purpose room ("cafegymatorium")
  • Swimming pool
Clubs
  • Yoga club

Gifted & talented

College preparation / awareness resources offered
  • Cal Poly college courses
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • SAT/ACT prep classes
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School start time
  • 8:00am
School end time
  • 2:55pm
School Leader's name
  • Jennifer Flores
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (909) 839-2326

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College prep
  • Project-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Environmental
  • Global
  • Humanities
  • Service learning
  • Social justice
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Hearing impairments
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
  • Visual impairments
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Vocational or skills-based training offered
  • Videography and Photography

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Reading specialist(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Security personnel
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Spanish
  • Tagalog
Extra learning resources offered
  • Career/college counseling
  • Counseling
  • Mentoring
  • Tutoring
College preparation / awareness resources offered
  • Cal Poly college courses
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • SAT/ACT prep classes
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Transportation options
  • None
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • College/career center
  • Computer lab
  • Gym
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Science lab
  • Swimming pool
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Variety in PE, electives/clubs
Girls sports
  • Cheerleading
  • Variety in PE, electives/clubs

Arts & music

Visual arts
  • Photography
Music
  • Instrumental music lessons
  • Theory
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Broadcast Club
  • Charity/HOPE club
  • Chess club
  • Christian Club
  • Dance club
  • Drama club
  • Flag girls
  • Foreign language and culture club
  • Game club
  • Lesbian, gay, transgender club
  • Model congress
  • Recycling club
  • Student council/government
  • Yearbook
  • Yoga club
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer time after school
More from this school
  • iPoly a small, specialized college prep high school centered on project-based learning. It is run by Los Angeles County Office of Education, in collaboration with Cal Poly Pomona- serving students from the four surrounding counties. Enrollment is limited to 144 students per grade level. There is no tuition to attend, however, students must apply and test in. Applications are released at the annual Recruitment Open House in November. For further information, please visit www.ipolyhighschool.org.
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

Planning ahead

College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
Community college courses
SAT/ACT prep classes
Summer college prep programs
Visiting teachers or lecturers from colleges
Cal Poly college courses
Students' post-graduation plans in 2013
2 year college - 49%
4 year college - 51%
Notice an inaccuracy? Let us know!

3801 West Temple Avenue, Building 128-16
Pomona, CA 91768
Website: Click here
Phone: (909) 839-2320

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