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Teacher quality
Principal leadership
Parent involvement
There are a lot of clubs and activities to cover a wide variety of students interests. Excellent school spirit. Administrative Staff is visible daily throughout the campus. The Office Staff is very friendly and helpful. The Counselors truly care about the students. The school has a large student body, but surprisingly the Administrators seem to know most of the students by name and who their friends are. Teachers are hit and miss. Some go above and beyond to reach their students and are amazing. Others appear to be burnt out and have lost focus. They need to re-evaluate why they became educators in the first place. If teachers aren't reaching their students, it's time to try a different approach. Not all students learn in the same way. The school has a great online communication tool so parents/students can track their progress. When asking why all teachers don't post grades and information, I was told it is "not in their contract" so they don't have to. It is frustrating when the school provides this tool and it isn't used. The school offers free tutoring. If you get good teachers, your child will bloom. If you get one of the others, It will be a long year.
—Submitted by a parent
Moving to California from the MidWest we really expected more when everyone bragged so much about the schools. The teachers are more focused on careers and administration paychecks. It all looks good and they have everything in place to be the best, but drop the ball when it comes to inspiring students. They would rather crush them to make it look like it is hard than teach them and help them achieve difficult goals. Really miss the MidWest teachers that really care and make high school a prep for college than pretending they are one.
—Submitted by a parent
My daughter has attended this school for 3 years now. She takes honors and AP classes and her teachers have been great for the exception of two. For the most part teachers seem to care for the students and will tutor them if needed. I like the diversity in the students and there are also clubs for pretty much anything your child is interested in. If your kid is into sports, they have good athletic programs. Overall I am happy with the quality of education she is getting here. I actually belong to another school district but she likes her school so much that we drive 20 minutes each way. Rancho is a great school with good teachers and staff.
—Submitted by a parent
Moved my daughter to a private school instead. Issues with kids around the school. thanks
—Submitted by a parent
I LOVED RCHS for my son. He made great friends and had wonderful teachers. A few teachers were a bit strange but you find that everywhere. We will miss Mr. Oduro for our younger boys since he left to a new school. He was a great leader and the kids loved him. We feel very lucky to be at RCHS and can feel our kids are in a safe and nurturing public high school. Not an easy thing to find in Southern California!
—Submitted by a parent
I went to this school for only three months,but I have to say that it is the best school in California. The students are friendly and the staff is always there to help. They have outstanding sports and teachers. The teachers that i had were the best that Rancho had.And i give everyone at Rancho a big hand for another outstanding year. keep up the great work. You stay classy Rancho.
—Submitted by a student
This school is a number 1 rankekd school in the whole entire state from its acedemics, sports, and its outrages SPIRIT. This school is currently neck-to-neck with its rivalry school, Los Osos. They both are fine schools in the whole area but by anyone who lives around here knows that Rancho Cucamonga High School is a much, much better high school for students to attend. In 2010 RCHS had an API score of 817, now with the students and staff committing to this school they saw a 19 point gain in their API score for 2011 which is 836. LOHS had an API score of 840 in 2010, now they had a decrease in their test score which is now 837 in 2011. Rancho Cucamonga High School and Los Osos High School both have the highest API score's in the entire Inland Empire. With the improvement at RCHS there API score is set to fly this upcoming year and pass LOHS's API score. They both are good schools but by anyone in this area, Rancho Cucamonga High School would be the best pick in a school for your student to attend to.
—Submitted by a teacher
We have only had grief with this school. You have to know to ask for everything. They volunteer zero information. My kids are getting an education, but not without major parental guidance and protection.
—Submitted by a parent
This is our third child to attend RCHS in the past ten years. We are as pleased with Rancho this year, as we were when we began. Mr. Oduro is an amazing leader who values his students and staff.
—Submitted by a parent
I love going to this school. It's pretty cool and the teachers are pretty smart.(:
—Submitted by a student
This school has been succeeding all year round and I love being here. =)
—Submitted by a student
My daughter is a senior and will be graduating in May. Great teachers and great counselor, Mr. Allan.
—Submitted by a parent
An excellent high school enviorment for young scholars to learn.
—Submitted by a parent
My son is a 9th grader who has always struggled in school. I advised my sons counselor upon enrollment as well as his teachers at open house. They all immediately stepped in and provided me with resources for him and in-school parenting classes for me. Thx RCHS
—Submitted by a parent
I am an alumni of this school and believe that it is an excellent place to learn and develop lasting friendships. The teachers and staff are terrific and are truly devoted to each students success. I am thrilled that Mr. Kern Oduro is the Principal of this school. I was fortunate enough to be in his Natural Science II class. He is an amazing person who has dedicated many years to his students at RCHS and has proven to be an integral figure achieving school's mission.
—Submitted by a student
I have two sons attending Rancho Cucamonga. We are from the south and I can say that my experience at Rancho has been refreshing. They have some of the sweetest, inclusive, tolerant children I have met. The staff is friendly and it feels like a family there. My sons both play football and the team spirit at Rancho is unbelievable. Maybe that is why they are heading to CIF championship!! Thanks Rancho staff and students...well done.
—Submitted by a parent
I am a parent of 2 RCHS students, one graduated last year and another in sophomore. My experience with RCHS over-all is great. We met a lady in the school parking lot and we thought she was lost come to find out she was checking out the school. My daughter's response to her was this is the best non-threatening inter-racial school you can send your kid to. Here all the students are encouraged to excel and reach for the highest goal in life no matter what your skin color or race is. Best teachers, good students, friendly staff. Keep up the good work!
—Submitted by a parent
I am a student at rancho and i love this school with a passion. I have great teachers who care so much for all there students.
—Submitted by a student
This school is unsatisfactory it is un organized and over populated. The staff is unfriendly and very rude. I do not recommend this school. Los Osos High School is right up the street and has higher test scores and friendlyer staff.
—Submitted by a parent
I am currently a junior at RCHS and I love going there. I will never switch out of this school! the best teachers...and excellent staff members
—Submitted by a student
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.
490 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
382 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
820 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.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
266 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.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
242 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
621 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
781 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
278 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.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
780 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
773 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
275 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
278 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
352 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
786 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
141 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.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
786 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 35% |
| Females | 41% |
| Males | 31% |
| African American | 33% |
| Asian | 18% |
| 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) | 40% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 38% |
| Students with disability | 13% |
| Students with no reported disability | 38% |
| English learner | 13% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | 43% |
| All Students | 80% |
| Females | 81% |
| Males | 78% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 70% |
| Males | 70% |
| African American | 57% |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 74% |
| Students with disability | 23% |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 56% |
| All Students | 51% |
| Females | 47% |
| Males | 54% |
| African American | 38% |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| 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) | 64% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 54% |
| Students with disability | 19% |
| Students with no reported disability | 55% |
| English learner | 14% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 79% |
| Males | 70% |
| African American | 64% |
| Asian | 88% |
| Filipino | 86% |
| Hispanic or Latino | 71% |
| 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) | 80% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 78% |
| Students with disability | 31% |
| Students with no reported disability | 77% |
| English learner | 16% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 68% |
| 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 | 56% |
| Females | 55% |
| Males | 57% |
| African American | 63% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 69% |
| 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 | 9% |
| Females | 10% |
| Males | 7% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 11% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 8% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | 0% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 55% |
| Males | 54% |
| African American | 59% |
| Asian | 78% |
| Filipino | 50% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 56% |
| Males | 59% |
| African American | 43% |
| Asian | 82% |
| Filipino | 75% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 63% |
| Students with disability | 10% |
| Students with no reported disability | 61% |
| English learner | 17% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 71% |
| All Students | 57% |
| Females | 51% |
| Males | 66% |
| African American | 45% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 65% |
| 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 |
| 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 | 68% |
| Females | 74% |
| Males | 61% |
| African American | 59% |
| Asian | 82% |
| Filipino | 87% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 73% |
| Students with disability | 8% |
| Students with no reported disability | 72% |
| English learner | 8% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 65% |
| All Students | 13% |
| Females | 9% |
| Males | 19% |
| African American | 8% |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 12% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 76% |
| Males | 83% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 65% |
| African American | 52% |
| Asian | 90% |
| Filipino | 83% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 70% |
| Students with disability | 16% |
| Students with no reported disability | 69% |
| English learner | 15% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 65% |
| All Students | 62% |
| Females | 57% |
| Males | 67% |
| African American | 57% |
| Asian | 88% |
| Filipino | 77% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 67% |
| Students with disability | 15% |
| Students with no reported disability | 65% |
| English learner | 12% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 33% |
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 | 12% |
| Females | n/a |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| 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) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 13% |
| Males | 19% |
| African American | 15% |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | 36% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | 16% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 64% |
| Males | 63% |
| African American | 56% |
| Asian | 87% |
| Filipino | 77% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 69% |
| Students with disability | 41% |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 45% |
| Males | 52% |
| African American | 26% |
| Asian | 61% |
| Filipino | 64% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 63% |
| Males | 83% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 67% |
| Males | 58% |
| African American | 45% |
| Asian | 81% |
| Filipino | 67% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 68% |
| Students with disability | 17% |
| Students with no reported disability | 66% |
| English learner | 8% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 32% |
| All Students | 2% |
| Females | 1% |
| Males | 3% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 3% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | n/a |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 6% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 56% |
| Males | 63% |
| African American | 44% |
| Asian | 88% |
| Filipino | 73% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | n/a |
| Males | 85% |
| 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 | 91% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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 | 69% |
| Females | 65% |
| Males | 74% |
| African American | 61% |
| Asian | 84% |
| Filipino | 88% |
| Hispanic or Latino | 66% |
| 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 | 60% |
| Non-economically disadvantaged | 73% |
| Students with disability | 29% |
| Students with no reported disability | 72% |
| English learner | 25% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 64% |
| 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 - 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.
786 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
785 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 | 93% |
| Females | 95% |
| Males | 91% |
| African American | 91% |
| Asian | 94% |
| Filipino | 100% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 96% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | n/a |
| Students with disability | 64% |
| Tested with modifications | n/a |
| English learner | 36% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 90% |
| African American | 84% |
| Asian | 99% |
| Filipino | 97% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 96% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | 59% |
| Tested with modifications | n/a |
| English learner | 64% |
| 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
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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 33% | 49% | ||
| White | 31% | 28% | ||
| African American | 13% | 7% | ||
| Multiple or No Response | 10% | 3% | ||
| Asian | 7% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 22% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 62% | 85% | ||
| Korean | 11% | 1% | ||
| Arabic | 5% | 1% | ||
| Mandarin (Putonghua) | 5% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Indonesian | 2% | 0% | ||
| Italian | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Mixteco | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Turkish | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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11801 Lark Drive
Rancho Cucamonga,
CA 91701
Website: Click here
Phone: (909) 989-1600
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