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GreatSchools Rating

Cordova High School

Public | 9-12 | 1975 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 3 ratings
2010:
Based on 7 ratings

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47 reviews of this school


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Posted April 2, 2013

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


Posted October 29, 2012

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


Posted September 3, 2012

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


Posted May 3, 2012

I graduated in 94 and Cordova is a wonderful school. Best year of my life.


Posted June 10, 2011

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


Posted May 10, 2011

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


Posted January 18, 2011

i think it is a good school and i think it is a good location


Posted May 27, 2010

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


Posted March 13, 2010

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


Posted February 17, 2010

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


Posted November 2, 2009

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


Posted August 21, 2009

i love it to its the best place to raise kids and the schools are great
—Submitted by a parent


Posted December 17, 2008

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


Posted September 24, 2008

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


Posted April 16, 2008

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


Posted November 18, 2007

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


Posted November 12, 2007

Very impressive. Principal and staff are very caring, and are very involved with the success of the children.
—Submitted by a parent


Posted September 27, 2007

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


Posted September 18, 2007

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


Posted August 31, 2007

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

745

Change from
2011 to 2012

+14

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • 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 2012

This school's
API score

745

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+14

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

4 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

8 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

199 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
20%

2010

 
 
12%

2009

 
 
25%
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

66 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
94%

2010

 
 
80%

2009

 
 
85%
Earth Science

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

371 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
35%

2010

 
 
31%

2009

 
 
28%
English Language Arts

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

452 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
52%

2010

 
 
52%

2009

 
 
42%
General Mathematics (Grades 6 & 7 Standards)

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

141 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
8%

2010

 
 
11%

2009

 
 
11%
Geometry

The state average for Geometry was 48% in 2012.

100 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
60%

2010

 
 
42%

2009

 
 
37%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

116 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
6%

2010

 
 
7%

2009

 
 
12%
Algebra II

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

110 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
32%

2010

 
 
24%

2009

 
 
27%
Biology/Life Sciences

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

308 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
50%

2010

 
 
43%

2009

 
 
38%
Chemistry

The state average for Chemistry was 51% in 2012.

75 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
61%

2010

 
 
59%

2009

 
 
65%
Earth Science

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

41 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
24%

2010

 
 
24%

2009

 
 
21%
English Language Arts

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

449 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
44%

2010

 
 
40%

2009

 
 
35%
Geometry

The state average for Geometry was 17% in 2012.

166 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
15%

2010

 
 
14%

2009

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

448 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
55%

2010

 
 
42%

2009

 
 
38%
World History

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

436 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
35%

2010

 
 
25%

2009

 
 
33%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

39 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
1%

2010

 
 
4%

2009

 
 
2%
Algebra II

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

85 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
13%

2010

 
 
3%

2009

 
 
8%
Biology/Life Sciences

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

64 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
24%

2010

 
 
40%

2009

 
 
19%
Chemistry

The state average for Chemistry was 34% in 2012.

100 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
39%

2010

 
 
23%

2009

 
 
36%
Earth Science

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

32 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
64%

2010

 
 
34%

2009

 
 
45%
English Language Arts

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

351 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
38%

2010

 
 
32%

2009

 
 
34%
Geometry

The state average for Geometry was 9% in 2012.

66 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
8%

2010

 
 
6%

2009

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
40%

2011

 
 
44%

2010

 
 
47%

2009

 
 
30%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
67%
U.S. History

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

349 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
40%

2010

 
 
34%

2009

 
 
33%
World History

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

11 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
15%

2009

 
 
30%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students24%
Females24%
Males23%
African American26%
Asian27%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged21%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability24%
English learner4%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)28%
Parent education - college graduate12%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

Algebra II

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

Biology/Life Sciences

All Students77%
Females72%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged74%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)88%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students39%
Females29%
Males46%
African American22%
Asian48%
Filipino42%
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged34%
Non-economically disadvantaged52%
Students with disability11%
Students with no reported disability43%
English learner10%
Fluent-English proficient and English only45%
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)47%
Parent education - college graduate46%
Parent education - graduate school/post graduate61%
Parent education - declined to state16%

English Language Arts

All Students46%
Females47%
Males45%
African American34%
Asian72%
Filipino53%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged40%
Non-economically disadvantaged59%
Students with disability8%
Students with no reported disability51%
English learner0%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduate55%
Parent education - graduate school/post graduate61%
Parent education - declined to state31%

General Mathematics (Grades 6 & 7 Standards)

All Students15%
Females9%
Males20%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
White (not Hispanic)25%
Economically disadvantaged13%
Non-economically disadvantaged21%
Students with disability4%
Students with no reported disability20%
English learner8%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)16%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

Geometry

All Students61%
Females55%
Males70%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged54%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)64%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students13%
Females10%
Males15%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged10%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability14%
English learner0%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)11%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Algebra II

All Students50%
Females49%
Males52%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)51%
Economically disadvantaged47%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)53%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students44%
Females38%
Males49%
African American47%
Asian50%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged41%
Non-economically disadvantaged52%
Students with disability13%
Students with no reported disability49%
English learner6%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)50%
Parent education - college graduate49%
Parent education - graduate school/post graduate75%
Parent education - declined to state57%

Chemistry

All Students80%
Females76%
Males88%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged72%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate76%
Parent education - some college (includes AA degree)86%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students25%
Females14%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
White (not Hispanic)33%
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability23%
English learner17%
Fluent-English proficient and English only28%
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 Students53%
Females52%
Males53%
African American52%
Asian73%
Filipino69%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islander64%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged46%
Non-economically disadvantaged65%
Students with disability12%
Students with no reported disability58%
English learner4%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate31%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)59%
Parent education - college graduate65%
Parent education - graduate school/post graduate71%
Parent education - declined to state51%

Geometry

All Students21%
Females13%
Males30%
African American26%
Asian15%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged22%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability21%
English learner0%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)35%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

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

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

Science

All Students51%
Females46%
Males55%
African American42%
Asian75%
Filipino81%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islander36%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged44%
Non-economically disadvantaged64%
Students with disability16%
Students with no reported disability55%
English learner4%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate31%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)61%
Parent education - college graduate60%
Parent education - graduate school/post graduate81%
Parent education - declined to state35%

World History

All Students42%
Females33%
Males50%
African American27%
Asian64%
Filipino73%
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islander27%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged36%
Non-economically disadvantaged53%
Students with disability13%
Students with no reported disability46%
English learner7%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate19%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)50%
Parent education - college graduate46%
Parent education - graduate school/post graduate70%
Parent education - declined to state34%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students3%
Females0%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)5%
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability7%
English learner7%
Fluent-English proficient and English only0%
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 Students8%
Females11%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged8%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate4%
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

Biology/Life Sciences

All Students38%
Females35%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged38%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability43%
English learner0%
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 graduate50%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Chemistry

All Students51%
Females38%
Males66%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged47%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)50%
Parent education - college graduate61%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Earth Science

All Students60%
Females50%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)58%
Economically disadvantaged55%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students49%
Females52%
Males45%
African American47%
Asian61%
Filipino54%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged45%
Non-economically disadvantaged57%
Students with disability9%
Students with no reported disability53%
English learner0%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate50%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)49%
Parent education - college graduate56%
Parent education - graduate school/post graduate58%
Parent education - declined to state43%

Geometry

All Students8%
Females5%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
White (not Hispanic)7%
Economically disadvantaged9%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students40%
Females38%
Males43%
African Americann/a
Asian54%
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
White (not Hispanic)49%
Economically disadvantaged38%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)45%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%

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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students46%
Females40%
Males53%
African American43%
Asian68%
Filipino46%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged42%
Non-economically disadvantaged56%
Students with disability17%
Students with no reported disability50%
English learner9%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate44%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)48%
Parent education - college graduate47%
Parent education - graduate school/post graduate75%
Parent education - declined to state40%

World History

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

457 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
78%

2010

 
 
77%

2009

 
 
79%
Math

The state average for Math was 84% in 2012.

454 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
79%

2010

 
 
73%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students81%
Females83%
Males79%
African American76%
Asian86%
Filipino94%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged74%
Non-economically disadvantaged93%
Economic Status Unknown77%
Students with disability28%
Tested with modificationsn/a
English learner33%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students80%
Females77%
Males82%
African American74%
Asian97%
Filipino100%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Declined to staten/a
Economically disadvantaged74%
Non-economically disadvantaged92%
Economic Status Unknown77%
Students with disability25%
Tested with modificationsn/a
English learner33%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 113%N/A24%
Students eligible for free or reduced-price lunch program 256%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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

College readiness and student pathways

Students typically attend these schools prior to attending this school Mills Middle School
Mitchell Middle School
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 99%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • French
  • German
  • Spanish
School leaders can update this information here.

School basics

School start time
  • 8:00 a.m.
School end time
  • 2:55 p.m.
School Leader's name
  • Dan Anklam
Special schedule
  • Block scheduling
Fax number
  • (916) 362-1447

Programs

Foreign languages taught
  • French
  • German
  • Spanish
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Parent involvement
  • Ptsa, band boosters, site council, alumni association are a few of our many support groups. parents and community members regularly attend school events, sporting events, musical and drama presentations. the non-profit rancho cordova sports club runs our snack bar and assists at games, taking tickets, running the score clock, etc. the business community assists with career day, internships for students, scholarships, etc.
More from this school
  • API has gone up over 100 points in the last 5 years. The school provides a caring, safe and academic atmosphere with an emphasis on college and career planning. We value our diversity and our history of positive relations among all students. Many current students have parents and grandparents who graduated from CHS, and many staff members are also alums. It's a great place to work and learn!
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

What are your chances?

Students typically come from these schools
Mills Middle School
Mitchell Middle School

Planning ahead

Students typically attend these schools after graduating
Sacramento State University
UC Davis
Folsom Lake or American River College
Notice an inaccuracy? Let us know!

2239 Chase Drive
Rancho Cordova, CA 95670
Website: Click here
Phone: (916) 294-2450

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