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Teacher quality
Principal leadership
Parent involvement
I am a student here at Redlands High and this year we surpassed Redlands East Valley and Citrus Valley High School (the two other highschools in our district) in both titles won in sports, and academics. Our school has a long history of sport titles and last school year, we surpassed Redlands East Valley and Citrus Valley High School by obtaining the goal of 800 API rating.
—Submitted by a student
My son is a freshman here. I love this school. I like the fact that the principal refuses to put a fence around it and make it look like a prison. Kudos to the staff. They are awesome. They treat kids like adults not children. High fives to all of you.
—Submitted by a parent
Overall, this is an excellent school. We moved into the Redlands area so that our girls could attend Redlands schools. Both our daughters were AP students that were admitted to top 20 (nationally ranked) universities. The school has excellent academic programs. The AP programs in Spanish, Physics, Chemistry, and History are especially noteworthy. The academically oriented extracurricular activities (Mock Trial, Academic Decathlon, Destination Imagination, Speech, etc.) are also highly regarded. Athletic programs overall are good to outstanding, with aquatic sports, golf and tennis being truly dominant. The teaching staff is also generally good to excellent, even in the lower grade levels. The current administration is exceptional. The school comes off as a bit snobbish, but if you keep your kids grounded at home they'll realize not everyone gets a new car for their 16th birthday (or even graduation). This school is hard to beat in the Inland Empire.
—Submitted by a parent
Redlands high has been a great place for me to go to school. I am a straight a student in all honors classes and with my teachers and the general school environment, reaching those grades was not a hard task to accomplish. This year, I've had some truly helpful and supportive teachers. My chamber singer director mr. Tuttle and my ap european history teacher dr. St. George. Many teachers at rhs are just as supportive. There are many opportunities for involvement here and the more you're involved the more fun your experience will be.
—Submitted by a student
Redlands is a great school. I currently go there now. Coming from a private school, I was a little apprehensive about how things would be. Yes it is a big environment, but the on the academic side of it all, I feel like I have really learned the assigned material and have excelled as a thinker in just my first year.
—Submitted by a student
I wish that this school would start the 'school within a school' program back up to give students a more independent view on school. Other than that, the school is nice and I'm pretty sure my child likes going there.
—Submitted by Tracy, a parent
I am an alumni and I loved my time at RHS. The teachers are phenomenal, the curriculum is excellent (though the science department could use some updating) and the extracurriculars were great.
—Submitted by a former student
I am a graduate of Redlands High School, and overall, I think it was a great school. I'm not sure now that faculty has changed over, but it definetly prepared me for college and the future. The A.P. teachers are excellent, as is the speech team and theatre department. Unfortunately, the once award-winning music department was destroyed when it's long time director, Roger Duffer left, but otherwise, I had a good experience at that school.
—Submitted by a former student
I am a current student at Redlands High School. Before enrolling at RHS, I had attended a private school for 9 years. Academics at Redlands High School are very rigorous, espescially in the honors and AP programs, which I am involved in. There are plenty of extracurricular programs to be involved in. The sports program is good, and there are a ton of on campus clubs. RHS also has a really good Music and Drama Program. On the downside though, the student to teacher ratio is kind of crazy. In 4 of my six classes it's about 30-1. The teachers aren't able to give you all the attention you might need. The school also has alot of fight...but then again what high school doesn't? One of the biggest things that bothers me about RHS is the fact that it is very cliquey, and the cliques are so stereotypical and predictable.
—Submitted by a student
My daughter is a student currently attending RHS and instead of positive suggestions on how she can improve her grades, they just want to ship her off to a continuation school. This school is more worried about their above average stats then helping students in areas where help is needed.
—Submitted by Kecia Stephens, a parent
My 2 children graduated from RHS, one in 1997 and the other in 2000. We had an excellent experience, especially in art, vocal music and theatre arts. I must commend Ken Tuttle for his positive attitude and perserverance with the vocal music program. I am a teacher myself and can appreciate all of the extra time he pours into his program to make it the success it is. I was also extremely involved in the theatre arts program with Marie Glotzbach and must commend her work in bringing excellence back to RHAS theatre and making it what it is today. I urge all parents to be involved where and when they can. Your children may not tell you and you might think that your kids don't care or want you there, but believe me, they do! Thanks also to all of the other great teachers that my children were fortunate to receive their RHS education from!
—Submitted by JOANNE K. CURRY, a parent
My son graduated RHS in 2000 and my oldest daughter is now a sophomore. My son is one of those who studies light and gets all A's & B's. He is in his 3rd year at Cal State in the top 10% of his class. My daughter however is a creative & sensitive person who really has to study to keep up. I have found that all the teachers have been receptive to working with me when I approach them. RHS is an awesome school for both of my kids and I look forward to having my youngest attend in the future. I agree that he dress code may not appear to be an important issue, but it is just one of the many things that plague us and must be dealt with as well, not ignored. Lets face it, all teachers are overworked, under paid and have to put up with a lot due to our lack of support in the legal system. Don t expect them to find you, FIND THEM... Help them to help you. Email is a great way to communicate with some, others prefer notes. Either way get involved and stay involved. Your child s number one teacher now & always should be YOU!!
—Submitted by regina vitulli, a parent
In response to the other post ....my child also has ADD and has had a lot of help in that area. They set up a meeting with all his teachers and my husband and I got a great communication system going. I think part of the problem is that parents don't ask and get involved. You have to have a dialogue with the school. Once they were award they worked with us closely and are helping my son achieve. My oldest daughter just graduated and had nothing but good experiences at Redlands. My son is now a sophomore and we are very happy with how we are kept informed and helped.
—Submitted by a parent
My oldest daughter just graduated from RHS and, because she is self-motivated and needs no supervision, she did fine. However, if you have a child that needs some help, guidance, etc. - my second daughter has Attention Deficit Disorder - I would strongly advise you to take them elsewhere. If your child doesn't fit in RHS's round peg hole, they will be ignored, and probably fail. They are far more concerned with their dress code rather than helping children succeed.
—Submitted by a parent
My children have been students at RHS for up to three years. I have found the more experienced teachers and staff to be very helpful and responsive.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
325 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
527 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.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
295 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
296 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
243 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
283 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
565 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
595 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.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
190 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
583 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
67 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.
306 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
601 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 | 14% |
| Females | 15% |
| Males | 14% |
| African American | 19% |
| Asian | 17% |
| Filipino | 36% |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 5% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 26% |
| 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 |
| 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 | 78% |
| Females | 73% |
| Males | 85% |
| African American | 75% |
| Asian | 85% |
| Filipino | 82% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 32% |
| Males | 39% |
| African American | 32% |
| Asian | 20% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| 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) | 49% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 42% |
| Students with disability | 11% |
| Students with no reported disability | 40% |
| English learner | 4% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 70% |
| Males | 63% |
| African American | 67% |
| Asian | 79% |
| Filipino | 84% |
| Hispanic or Latino | 49% |
| 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) | 74% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 79% |
| Students with disability | 33% |
| Students with no reported disability | 67% |
| English learner | 4% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 50% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 58% |
| Males | 67% |
| African American | 55% |
| Asian | 70% |
| Filipino | 65% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 75% |
| 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 | 16% |
| Females | 13% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 26% |
| Students with disability | 6% |
| Students with no reported disability | 19% |
| English learner | 11% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 49% |
| Males | 46% |
| African American | 30% |
| Asian | 76% |
| Filipino | 50% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 29% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 32% |
| Males | 32% |
| African American | 33% |
| Asian | 32% |
| Filipino | 17% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 48% |
| Students with disability | 3% |
| Students with no reported disability | 38% |
| English learner | 7% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 27% |
| All Students | 49% |
| Females | 41% |
| Males | 59% |
| African American | 33% |
| Asian | 64% |
| Filipino | 64% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 52% |
| 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 | 89% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 44% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| 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) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 71% |
| Males | 62% |
| African American | 59% |
| Asian | 72% |
| Filipino | 69% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 79% |
| Students with disability | 37% |
| Students with no reported disability | 67% |
| English learner | 7% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 68% |
| All Students | 8% |
| Females | 5% |
| Males | 10% |
| African American | 7% |
| Asian | 13% |
| Filipino | 15% |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 0% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | 14% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 61% |
| Males | 67% |
| African American | 48% |
| Asian | 66% |
| Filipino | 62% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 76% |
| Students with disability | 26% |
| Students with no reported disability | 66% |
| English learner | 17% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 61% |
| All Students | 63% |
| Females | 58% |
| Males | 67% |
| African American | 48% |
| Asian | 67% |
| Filipino | 72% |
| 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) | 73% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 76% |
| Students with disability | 27% |
| Students with no reported disability | 66% |
| English learner | 20% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 52% |
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 | 7% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| 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 | 9% |
| Females | 9% |
| Males | 10% |
| African American | 0% |
| Asian | 20% |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 17% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | 19% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 47% |
| Males | 50% |
| African American | 35% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 57% |
| Students with disability | 9% |
| Students with no reported disability | 51% |
| English learner | 14% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 26% |
| Males | 41% |
| African American | n/a |
| Asian | 35% |
| Filipino | 33% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | n/a |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 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 | 67% |
| Females | 71% |
| Males | 64% |
| African American | 47% |
| Asian | 76% |
| Filipino | 82% |
| Hispanic or Latino | 54% |
| 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 | 56% |
| Non-economically disadvantaged | 75% |
| Students with disability | 23% |
| Students with no reported disability | 68% |
| English learner | 10% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 47% |
| All Students | 5% |
| Females | 0% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 32% |
| Males | 50% |
| African American | 25% |
| Asian | 52% |
| Filipino | 41% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 58% |
| Males | 82% |
| African American | n/a |
| Asian | 73% |
| Filipino | 62% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 64% |
| Males | 70% |
| African American | 58% |
| Asian | 77% |
| Filipino | 68% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 73% |
| Students with disability | 12% |
| Students with no reported disability | 70% |
| English learner | 16% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 63% |
| 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.
600 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
608 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 | 88% |
| Females | 91% |
| Males | 85% |
| African American | 82% |
| Asian | 89% |
| Filipino | 93% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 49% |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | 83% |
| Asian | 92% |
| Filipino | 93% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | 36% |
| 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 | 35% | 51% | ||
| White | 35% | 27% | ||
| Asian | 18% | 11% | ||
| Black | 8% | 7% | ||
| Two or more races | 3% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 48% | N/A | 54% |
| English language learners 2 | 9% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 59% | 85% | ||
| Indonesian | 11% | 0% | ||
| Filipino (Pilipino or Tagalog) | 6% | 1% | ||
| All other non-English languages | 4% | 1% | ||
| Arabic | 4% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Bengali | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Punjabi | 1% | 1% | ||
| Rumanian | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| Greek | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Japanese | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 5% | N/A | 2% |


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840 East Citrus Avenue
Redlands,
CA 92374
Phone: (909) 307-5500
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