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Teacher quality
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Parent involvement
Cordova High School in Rancho Cordova, CA is a wonderful school with many opportunities for all students. The school offers AP and Honors courses, five CA partnership academies (Culinary, Business, Agriculture, Public Safety, and Engineering), dozens of electives (even Driver's Ed is taught here, free!). Coming Fall 2013 CHS will start their IB program with MYP for 9th and 10th graders and in Fall 2014 a full menu of DP classes will be available for Jrs. and Srs. Also, Fall 2013 CHS will offer USAF JrROTC classes as part of the impressive elective program. CHS has a SpEd program that is second to none covering everything from SH, ILS, Autistic, and Mild/Moderate learning disabilities. The ELD program is quite comprehensive and has been in place since the late 70s for the SE Asian newcomers, through the Eastern European migration in the 80s and 90s, and now the program is continuing services for a large Hispanic population. In addition to all the academic programs, sports, clubs, music, dances, rallies, and a great community who continue to pass school improvement bonds all make for wonderful school for children of all walks of life to learn.
—Submitted by a teacher
Bottom line, this school gets a bad rap. The campus isn't flashy like it's Folsom counterparts, and the community that attends there definitely covers the racial and socioeconomic spectrum a lot wider as well. That being said, a large number of the teachers there are alumni, or would teach no where else. Both of my kids have gone there, they are both incredibly involved, and aside from the high school drama found anywhere, there have been no serious issues. Like everywhere, there is trouble to be found, but it isn't looking for you. The legacy of this school is something to be proud of, and amazing things are happening there all that time. It's a great community of caring students and faculty.
—Submitted by a parent
Soon to be an International Baccalaureate School. It's nice to see an interationally accalimed program to be adopted at this well deserving high school. Less than 200 IB World Schools in California, and there's one in our region. IB Schools have to go through a difficult application process in order to become a world IB School. Cordova will be giving it's first IB certificates to the class of 2014. Very highly recommended school. Beautiful large campus, open grass fields with trees. Only school in our region that has an outdoor amphitheater that seats a whole school. FCUSD is in the process of reshining their prized gem of the decades. Shall be great in the years to come.
—Submitted by a parent
Best school I had ever been to... the most greatest moments in life Happen there..great people who live it up,fun classes,big enough to enjoy,this school knows how to have fun."once a lancer,always a lancer"
—Submitted by a student
I was a student at the school and thank god my family took me out of this school before my third year I went to Homestead high school in Cupertino Ca I loved that school, I tracked from. I was there first and second year. I got stuck with a old looking, unsafe school. I felt so ashamed and not safe by the school. There was one teacher in prepciular was a amazing history teacher. The school learning just sucked in academics and only thing turely cared about was football. They high gradution rate but non existence college rate. I went to that school but I felt I was a lancer but at homestead high school I feel I am a mustang for life. Class of 2010 of Homestead High School!!!
—Submitted by a student
I remember it as being the most incredible part of becoming a man who would later decide to become a teacher.
—Submitted by a parent
I definitely LOVE this school, i believe that there are some some children that are not the best role models, but they DO NOT make up most of the student body... the students at Cordova High School are loving and caring, the teachers are amazing too, although there are some teachers that can help A LOT more the school has after school tutoring available for all subjects that the school teaches. The School Spirit is very high especially during Homecoming. This school also has a great History being one of the older schools in Rancho cordova 'The Lancers' take pride in what they do and always never disappoint.
—Submitted by a student
Cordova is a great school. It has much diversity and many opportunites for going to college. The faculty cares a lot about students learning. Go Big Red!!! c/o 2013
—Submitted by a student
Cordova is an amazing school. I transferred this fall as a Junior and thought CHS was a bad school, but after my first day I had totally changed my mind. Cordova just has a bad rep for who knows what reason. The teachers are incredible, sports, clubs and student government is beyond great. If you live in Rancho, (or not) Cordova is the place to go! :-)
—Submitted by a student
i love it to its the best place to raise kids and the schools are great
—Submitted by a parent
Cordova is a wonderful school compared to some others I've been to. My mom graduated in '92 which was a huge inspiration for me to do the same. She even knew Mr. Wells!!!!!
—Submitted by a student
cordova is the best place that i've ever been to. i love it and the people there. i would do it all over again if given the chance. goooo c/o 2008!!
—Submitted by a student
I am a parent of a Cordova HIgh school student. At fierst I was not so sure of my daughter goping to a school with -not the best reputation- but now after three years that my daughter has attended that cordova i have change my mind. Cordova used to be a power hose. Built by the pride honor and respect of the students,teachers,faculty and parents. Now it has been moraly niglected and students do not feel the same. but it still has honorable teachers that support our students and the fact that they come from cordova. my daughter calls herself 'lucky ' to be a lancer. and is part off a group of students dedicated to keep up lancer pride.
—Submitted by a parent
Alot of people rag on CORDOVA. I think that the people that do are the ones who never tried in class, ditched rallys, and looked for trouble. We have a spirited and diverse school, with awesome acedemic and extracurricular activities. Comments like that bring a distorted image of CORDOVA.CORDOVA brings the community together. GO BIG RED!
—Submitted by a student
Very impressive. Principal and staff are very caring, and are very involved with the success of the children.
—Submitted by a parent
I graduated from Cordova in '03 and now I'm sending my brother-in-law there because he was failing at his previous school and I know he'll have a better opportunity at Cordova. I am a military brat and I have been to many schools (rich, poor and government funded). I was a little disillusioned when I started at Cordova, but the teachers that I had taught me so much. I admit some of the teachers shouldn't be educators, but if anyone ever has a problem with the teaching then moving a student to another class was never a problem (as it is in other schools). The staff makes a point of trying to be accomodating. The diversity is important because it helps foster acceptance and understanding among the students. I am about to finish a B.A. degree from CSUS and I owe my success to Cordova.
—Submitted by a former student
I was at the school, and the entire time I was there, I didn't feel like I was learning anything of real use, despite the fact that these were similar classes to my previous years. In fact, I voluntarily took some of them over again since I had not learned some properly in the past, and I ended up learning less in Cordova than in any of my other high schools. As far as I know, there were few parents involved, and the art programs seemed to be only when teachers felt like they wanted to take the time to plan things. All in all, I think there are better schools the students of the area could go to.
—Submitted by Ovtrlan Tucker, a former student
Cordova High School is a wonderful school. I was very impressed at the latest technology they use in the classrooms. The teachers are great, very motivated and enthusiastic. There is a plethora of opportunity for our children at Cordova High.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
371 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
452 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
449 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
448 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
436 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
351 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
349 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 24% |
| Females | 24% |
| Males | 23% |
| African American | 26% |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | 4% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 72% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 29% |
| Males | 46% |
| African American | 22% |
| Asian | 48% |
| Filipino | 42% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 52% |
| Students with disability | 11% |
| Students with no reported disability | 43% |
| English learner | 10% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 16% |
| All Students | 46% |
| Females | 47% |
| Males | 45% |
| African American | 34% |
| Asian | 72% |
| Filipino | 53% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 59% |
| Students with disability | 8% |
| Students with no reported disability | 51% |
| English learner | 0% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 31% |
| All Students | 15% |
| Females | 9% |
| Males | 20% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 21% |
| Students with disability | 4% |
| Students with no reported disability | 20% |
| English learner | 8% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 61% |
| Females | 55% |
| Males | 70% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 13% |
| Females | 10% |
| Males | 15% |
| African American | 16% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | 0% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 50% |
| Females | 49% |
| Males | 52% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 38% |
| Males | 49% |
| African American | 47% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 52% |
| Students with disability | 13% |
| Students with no reported disability | 49% |
| English learner | 6% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 57% |
| All Students | 80% |
| Females | 76% |
| Males | 88% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 14% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | 17% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 52% |
| Males | 53% |
| African American | 52% |
| Asian | 73% |
| Filipino | 69% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 64% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 65% |
| Students with disability | 12% |
| Students with no reported disability | 58% |
| English learner | 4% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 51% |
| All Students | 21% |
| Females | 13% |
| Males | 30% |
| African American | 26% |
| Asian | 15% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | 0% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 46% |
| Males | 55% |
| African American | 42% |
| Asian | 75% |
| Filipino | 81% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 36% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 64% |
| Students with disability | 16% |
| Students with no reported disability | 55% |
| English learner | 4% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 35% |
| All Students | 42% |
| Females | 33% |
| Males | 50% |
| African American | 27% |
| Asian | 64% |
| Filipino | 73% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 27% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 53% |
| Students with disability | 13% |
| Students with no reported disability | 46% |
| English learner | 7% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 34% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 3% |
| Females | 0% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | 7% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 8% |
| Females | 11% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| All Students | 38% |
| Females | 35% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 0% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 51% |
| Females | 38% |
| Males | 66% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 60% |
| Females | 50% |
| Males | 69% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 52% |
| Males | 45% |
| African American | 47% |
| Asian | 61% |
| Filipino | 54% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 57% |
| Students with disability | 9% |
| Students with no reported disability | 53% |
| English learner | 0% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 43% |
| All Students | 8% |
| Females | 5% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 0% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 38% |
| Males | 43% |
| African American | n/a |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 40% |
| Males | 53% |
| African American | 43% |
| Asian | 68% |
| Filipino | 46% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 56% |
| Students with disability | 17% |
| Students with no reported disability | 50% |
| English learner | 9% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 40% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
457 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
454 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 81% |
| Females | 83% |
| Males | 79% |
| African American | 76% |
| Asian | 86% |
| Filipino | 94% |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Declined to state | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | 77% |
| Students with disability | 28% |
| Tested with modifications | n/a |
| English learner | 33% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 80% |
| Females | 77% |
| Males | 82% |
| African American | 74% |
| Asian | 97% |
| Filipino | 100% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Declined to state | n/a |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | 77% |
| Students with disability | 25% |
| Tested with modifications | n/a |
| English learner | 33% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 50% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| African American | 15% | 7% | ||
| Asian | 7% | 8% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 42% | 85% | ||
| Russian | 18% | 0% | ||
| Armenian | 12% | 1% | ||
| Ukrainian | 7% | 0% | ||
| Vietnamese | 4% | 2% | ||
| Hmong | 3% | 1% | ||
| Punjabi | 3% | 1% | ||
| Rumanian | 3% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hindi | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Cantonese | 0% | 2% | ||
| Indonesian | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Portuguese | 0% | 0% | ||
| Samoan | 0% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 0% | 0% | ||
| Toishanese | 0% | 0% | ||
| Urdu | 0% | 0% |
| Students typically attend these schools prior to attending this school |
Mills Middle School Mitchell Middle School |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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| Performing and written arts |
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| Foreign languages taught |
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| School start time |
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| School end time |
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| School Leader's name |
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| Special schedule |
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| Fax number |
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| Foreign languages taught |
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| Boys sports |
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| Girls sports |
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| Visual arts |
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| Performing arts |
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Tips for understanding school culture
| Dress Code |
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| More from this school |
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| Students typically come from these schools | Mills Middle School Mitchell Middle School |
| Students typically attend these schools after graduating | Sacramento State University UC Davis Folsom Lake or American River College |
2239 Chase Drive
Rancho Cordova,
CA 95670
Website: Click here
Phone: (916) 294-2450
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