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GreatSchools Rating

Ramona High School

Public | 9-12

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted July 3, 2014

Ramona High School is amazing Students get out of school what they and their parents are willing to put into it. This is true in any school district. Both my daughters attended Ramona High School and it prepared them for entrance into two exceptional Colleges not only in academics but sports as well. The teachers were wonderful as was the entire High School experience.
—Submitted by a parent


Posted May 16, 2014

Some teachers are great, especially the APE teachers. Some are not up to par...don't return emails or.phone calls, inflexible with student needs. Some of the office staff don't seem to care about trying to help students to succeed. Too many just collecting a paycheck.
—Submitted by a parent


Posted September 16, 2013

This is a best school, my kids have a lot of help, the teachers are really helpfull with the kids I definally recommended.
—Submitted by a parent


Posted April 1, 2011

Wish I would have listened to friends & other parents that pulled their kids out of this HS. A self motivated kid will make it through, lazy kids will fall through the cracks. I've emailed teachers who never returned an email back, I've left messages to the principal or staff with the same results. I've had a counsler blame me for not logging on to the website to keep track of my kids grades. Sorry..is that MY job..really?? I may as well spend the day babysitting him at school then. Sat school??? If you think this is designed for your kid for make-up work, think again..it all about re-couping the schools funding for the days your kid was absent. Montecito HS would have been a much better choice!
—Submitted by a parent


Posted June 25, 2010

The leadership with the principal and teachers is good at this school. Unfortunately a lot of kids are left to themselves and so they get into a lot of trouble in and outside of school.


Posted June 18, 2010

This school is just horrible and definitely an education mill; truly the fast food version of a school. The administration is rude, calloused, unhelpful and uncaring. In fairness, there is one, and only one, person whom I've found to have human-like qualities: the secretary in counseling. She is caring, kind, compassionate and professional. If you'd like a frustrating nightmare for your child's high school experience, enroll them here. Otherwise, stay clear.
—Submitted by a parent


Posted May 7, 2010

As a parent I am reading all what people have to say and I can tell you I agree with administrators they are out all the time and the principal is never in his office and you just don't see him. This is my second child going throw this program and I can tell you with teacher's having 50 plus kids in a class room it is really hard. I as a parent are on top of everything my kid has to get done. It just like I am back in school. For the most part if you as a parent are on top of things your kids will get throw if you are lazy you are in for it. You will get lost. Oh and yes there is a couple teacher's that are 'nuts' just watch and if your kid get in her class get them out. Don't wait.
—Submitted by a parent


Posted July 6, 2009

I just graduated in June 2009 and am entering the CSU system in the fall because this school prepared me for college. Out of the 24 teachers I had all but, 2 were great and always willing to help when needed. As for the students, you find good and bad anywhere but, overall they were nice. I am proud to have been a RHS Bulldog


Posted March 31, 2008

My daughter has been going to the school for all 4 years. This school has been the worst for both her and I, the teachers are there because they have to be. They don't treat all the students equaly, and overal it was a bad school. The communicatin was not good at all. If you want to enter your child in this school i recomend you don't try to find a better school.
—Submitted by a parent


Posted April 7, 2007

My main contact has been with Assistant Administrator, Mike Gallion. I am highly impressed with his balanced approach in evaluating and communicating with students and parents. He sees himself as serving the community. Not a typical 'Vice Principal' he applies his time, efforts and concerns equally between delinquent or students at risk with productive and seemingly 'doing fine' students. All students have needs and concerns. Mike Gallion is very aware of this fact. Thank you for being their for our children Mike!
—Submitted by a parent


Posted March 28, 2007

Ramona High can only be described as adequate at best. The administrators don't give a hoot about the students , as individuals.
—Submitted by a parent


Posted October 24, 2006

I didn't like Ramona High at all! It is over-populated, the kids have bad values, and the teacher have a don't-care attitude! Overall the experience there, for me was very miserable!
—Submitted by a student


Posted May 19, 2006

Very good school. No complaints. It would be nice if they had more electives and sports - but they are pretty good. Their campus is old and needs renovating. The teachers are very good.
—Submitted by a teacher


Posted November 1, 2005

Students are great! More communication between department members would be helpful.
—Submitted by a teacher


Posted November 6, 2003

My daughter started school this year, transferring in from another state, and she is flourishing here. I think this has more to do with the student body than with the school staff or parental involvement. The students I have met are friendly, unpretentious and respectful of others. This positive social atmosphere contributes to a good learning environment.
—Submitted by a parent


Posted September 9, 2003

My child had a wonderful time at Ramona High School. She enjoyed participating in several extracurricular activites, such as soccer, academic league, track, and cross country, while challenging herself with a good range of AP and Honors classes. She ended up graduating as both class president and valedictorian, and is continuing education at a four year institution. My older daughter graduated 3rd in her class and went on to graduate from UCLA.
—Submitted by a parent


Posted August 25, 2003

I attended RHS along time ago, back in the sixties. Any problem I had with the school was completely mine. Ramona was a great place to attend class. I should have been there more often. I loved it.
—Submitted by a former student


Posted August 7, 2003

I'm not a parent, but an alumni of this school. My experience at RHS was great! Great teaching staff and a great learning environment.
—Submitted by a former student


Posted June 19, 2003

The California state budget continues to hurt all districts including this one. Even prior to the latest upcoming cuts, this school lacks all the choices for advanced students such as AP classes. The school/district does not emphasize the arts. An example is a single band director for the high school/middle school and also to teach beginning band for the elementary schools. Other Arts are funded just as poorly. Great school if your child wants to be an auto mechanic.


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

771

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

771

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

-6

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)

6 / 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)

2 / 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.

161 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
29%

2011

 
 
22%

2010

 
 
22%
Algebra II

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

27 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
85%

2011

 
 
87%

2010

 
 
88%
Biology/Life Sciences

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

237 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
66%

2011

 
 
68%

2010

 
 
56%
Earth Science

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

36 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
43%

2011

 
 
33%

2010

 
 
15%
English Language Arts

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

416 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
55%

2011

 
 
64%

2010

 
 
63%
General Mathematics (Grades 6 & 7 Standards)

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

115 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
33%

2011

 
 
15%

2010

 
 
16%
Geometry

The state average for Geometry was 45% in 2013.

113 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
44%

2011

 
 
54%

2010

 
 
50%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

183 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
57%

2011

 
 
68%

2010

 
 
61%
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.

122 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
11%

2011

 
 
9%

2010

 
 
9%
Algebra II

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

99 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
45%

2011

 
 
57%

2010

 
 
52%
Biology/Life Sciences

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

122 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
59%

2011

 
 
53%

2010

 
 
42%
Chemistry

The state average for Chemistry was 46% in 2013.

76 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
56%

2011

 
 
64%

2010

 
 
66%
Earth Science

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

109 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
29%

2011

 
 
45%

2010

 
 
44%
English Language Arts

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

401 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
54%

2011

 
 
49%

2010

 
 
51%
Geometry

The state average for Geometry was 15% in 2013.

145 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
14%

2011

 
 
17%

2010

 
 
26%
High School (Summative) Mathematics (Grade 9-11)

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

23 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
96%

2011

 
 
88%

2010

 
 
88%
Science

The state average for Science was 54% in 2013.

401 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
59%

2011

 
 
55%

2010

 
 
53%
World History

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

252 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
52%

2011

 
 
50%

2010

 
 
52%
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.

23 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
9%

2011

 
 
9%

2010

 
 
0%
Algebra II

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

112 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
17%

2011

 
 
32%

2010

 
 
12%
Biology/Life Sciences

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

70 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
65%

2011

 
 
54%

2010

 
 
46%
Chemistry

The state average for Chemistry was 32% in 2013.

42 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
35%

2011

 
 
57%

2010

 
 
52%
Earth Science

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

100 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
54%

2011

 
 
45%

2010

 
 
46%
English Language Arts

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

375 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
49%

2011

 
 
50%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

61 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
8%

2011

 
 
4%

2010

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

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

130 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
48%

2011

 
 
54%

2010

 
 
38%
Physics

The state average for Physics was 58% in 2013.

41 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%

2011

 
 
92%

2010

 
 
86%
U.S. History

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

367 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
48%

2011

 
 
50%

2010

 
 
51%
World History

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

13 students were tested at this school in 2013.

2013

 
 
25%

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 Students40%
Females36%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged27%
Not economically disadvantaged48%
Students with disability42%
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)34%
Parent education - college graduate55%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Algebra II

All Students96%
Femalesn/a
Males95%
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)96%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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 graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students78%
Females75%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged55%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)72%
Parent education - college graduate82%
Parent education - graduate school/post graduate94%
Parent education - declined to state80%

Earth Science

All Students12%
Females8%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged7%
Not economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only12%
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)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students68%
Females77%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged47%
Not economically disadvantaged79%
Students with disability20%
Students with no reported disability73%
English learner6%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)71%
Parent education - college graduate75%
Parent education - graduate school/post graduate93%
Parent education - declined to state51%

General Mathematics (Grades 6 & 7 Standards)

All Students33%
Females32%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged28%
Not economically disadvantaged38%
Students with disability15%
Students with no reported disability39%
English learner7%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)33%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Geometry

All Students44%
Females43%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged38%
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)34%
Parent education - college graduate45%
Parent education - graduate school/post graduate46%
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
Not 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
Not 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 Students64%
Females58%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged40%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)58%
Parent education - college graduate69%
Parent education - graduate school/post graduate82%
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 Students10%
Females6%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged8%
Not economically disadvantaged11%
Students with disability0%
Students with no reported disability11%
English learner7%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)9%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

Algebra II

All Students48%
Females46%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged44%
Not economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
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)46%
Parent education - college graduate49%
Parent education - graduate school/post graduate44%
Parent education - declined to staten/a

Biology/Life Sciences

All Students62%
Females65%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged48%
Not economically disadvantaged70%
Students with disability18%
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)63%
Parent education - college graduate76%
Parent education - graduate school/post graduate79%
Parent education - declined to state45%

Chemistry

All Students67%
Females63%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantagedn/a
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate57%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Earth Science

All Students47%
Females49%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged33%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)47%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

English Language Arts

All Students49%
Females49%
Males47%
African Americann/a
Asiann/a
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)56%
Economically disadvantaged30%
Not economically disadvantaged57%
Students with disability9%
Students with no reported disability51%
English learner0%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)49%
Parent education - college graduate61%
Parent education - graduate school/post graduate70%
Parent education - declined to state30%

Geometry

All Students10%
Females14%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged11%
Not economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)8%
Parent education - college graduate15%
Parent education - graduate school/post graduate6%
Parent education - declined to state0%

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

All Students92%
Femalesn/a
Males94%
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)94%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
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 graduate100%
Parent education - declined to staten/a

Science

All Students56%
Females56%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Not economically disadvantaged64%
Students with disability9%
Students with no reported disability58%
English learner0%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)51%
Parent education - college graduate75%
Parent education - graduate school/post graduate75%
Parent education - declined to state37%

World History

All Students44%
Females31%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged22%
Not economically disadvantaged57%
Students with disability10%
Students with no reported disability47%
English learner0%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)47%
Parent education - college graduate61%
Parent education - graduate school/post graduate76%
Parent education - declined to state23%
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 Students5%
Females10%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only5%
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 Students17%
Females10%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)11%
Economically disadvantaged17%
Not economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)10%
Parent education - college graduate26%
Parent education - graduate school/post graduate21%
Parent education - declined to staten/a

Biology/Life Sciences

All Students45%
Females50%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged23%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only47%
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)52%
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students50%
Females53%
Males48%
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)50%
Economically disadvantagedn/a
Not economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only50%
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)50%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students48%
Females44%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged29%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)25%
Parent education - college graduate64%
Parent education - graduate school/post graduate69%
Parent education - declined to state45%

English Language Arts

All Students51%
Females53%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged35%
Not economically disadvantaged58%
Students with disability13%
Students with no reported disability53%
English learner0%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)42%
Parent education - college graduate61%
Parent education - graduate school/post graduate74%
Parent education - declined to state50%

Geometry

All Students8%
Females7%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged3%
Not economically disadvantaged13%
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 graduate9%
Parent education - some college (includes AA degree)16%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students39%
Females32%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged40%
Not economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
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)41%
Parent education - college graduate31%
Parent education - graduate school/post graduate52%
Parent education - declined to staten/a

Physics

All Students95%
Femalesn/a
Males97%
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)96%
Economically disadvantagedn/a
Not economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
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)86%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students50%
Females45%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged31%
Not economically disadvantaged57%
Students with disability18%
Students with no reported disability52%
English learner0%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)43%
Parent education - college graduate61%
Parent education - graduate school/post graduate76%
Parent education - declined to state38%

World History

All Students25%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only33%
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.

408 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
90%

2011

 
 
90%

2010

 
 
87%
Math

The state average for Math was 84% in 2013.

406 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
93%

2010

 
 
89%
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 Students88%
Females89%
Males86%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged76%
Not economically disadvantaged95%
Economic Status Unknown77%
Students with disability32%
Tested with modificationsn/a
English learner27%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students92%
Females92%
Males93%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged86%
Not economically disadvantaged95%
Economic Status Unknown92%
Students with disability56%
Tested with modificationsn/a
English learner59%
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
White 64%
Hispanic 31%
American Indian/Alaska Native 1%
Asian 1%
Black 1%
Two or more races 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 36%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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1401 Hanson Lane
Ramona, CA 92065
Website: Click here
Phone: (760) 787-4000

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