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GreatSchools Rating

Sequoia High School

Public | 9-12

 

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Living in Redwood City

Situated in a suburban neighborhood. The median home value is $1,100,000. The average monthly rent for a 2 bedroom apartment is $1,530.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted November 23, 2013

For a student who is insecure and scared of other like me, I think this high school is the best high school in Redwood City. This school made me feel confident about myself with the friendly teachers and well mannered students. loved it.
—Submitted by a student


Posted July 5, 2013

Sequoia is the great with all the staff and teachers there to support us students along the way. I never felt unsure to enroll in Sequoia. It has been my dream to be able to go to Sequoia. There are many programs that you can enroll like the health academy, it puts students toward the health field. It is really worth it to join the academies and other programs. Everyone in Sequoia even the parents are very socialable. Hope to see you guys come by and check Sequoia out, because it is really worth it.
—Submitted by a student


Posted October 22, 2010

SHS does an amazing job at educating ALL of its students, without creating a divided campus (which other schools in the area tend to do). My daughter noticed right away that there are no cliques or racial divisions at SHS. The teachers get better and better with each grade. Bonnie Hansen is a phenomenal principal, quick to respond, wise in her administration, warm, and well-respected. School spirit is high. As soon as my daughter shadowed, she knew it was the school for her and hasn't looked back.
—Submitted by a parent


Posted October 12, 2010

great school / even better programs & teachers
—Submitted by a parent


Posted September 14, 2010

One of our sons graduated from Sequoia, and two sons currently attend. Sequoia is a great high school -- teachers are smart and caring, the students are well-behaved and focused, and the parent community is friendly and down to earth. Our son attends a highly selective liberal arts college and says he was very well prepared for college!
—Submitted by a parent


Posted July 19, 2010

We are a San Carlos family with a child at Sequoia. We have been so pleased with the school's excellent staff/faculty, friendly student body, and beautiful campus.
—Submitted by a parent


Posted July 13, 2010

My kids have attended both private and public high school and my feeling is that Sequoia HS is a great school that defies its long outdated reputation. The principal and her staff are excellent communicators, who act with purpose and compassion. The teachers are young, energetic and engage the students. The athletics are competitive without being overly competitive, so most kids get lots of playing time instead of just a few. This school is safe, with a strong parent community and a great dedicated staff. For whatever reason, parents and local papers without direct knowledge of Sequoia tend to bad mouth the school, despite its many changes over the years.
—Submitted by a parent


Posted March 28, 2010

I really hate this school. I'im in the IB but most of the teachers are new to the IB and don't understand the concepts or system well enough to ensure that the students are being shown in the best possible light. If it weren't for me being required by my parents to keep doing the IB - I would be quick to change schools to a friendlier, calmer environment.
—Submitted by a student


Posted September 17, 2009

Because the teachers there are really wonderful. They give a lot of support to the kids going there and they really go out of their way to help them. The grounds are beautiful and feel as though it is more a college campus than high school. My son loves it there and is very happy to have the teachers he does.
—Submitted by a parent


Posted June 14, 2008

As a graduate of Sequoia's International Baccalaureate program, I can't say enough good things about the place. Sure, IB required more studious efforts on my part, but I really feel prepared for college-level work. The school has undergone some new renovations(science wing, languages, art dept) and looks even more fantastic than before. Truly, it has one of the most beautiful campuses of any high school in the bay area. The student population is diverse, and the teachers and staff really care about their students. My teachers were top notch. I can't say I love them for assigning those essays and presentations, but they did a really good job of preparing us for the world and beyond. Sequoia is the Bay Area's best kept secret. PS: AP can't substitute for the lifelong friendships and values I've discovered from IB.
—Submitted by a student


Posted March 29, 2007

My son graduated from Sequoia. The teachers were the best thing to happen for his academic career. Many thanks to the staff.
—Submitted by a parent


Posted December 11, 2006

Excellent teachers, great support staff, beautiful campus. Thanks Sequoia for caring about my kids! You truly are 'Unaliyi' - a place of friends.
—Submitted by a parent


Posted March 20, 2006

The IB program has been a wonderful addition to Sequoia. The work is just as rigorous as students get in nearby private schools, and the teachers in the program are engaging, caring, and creative.
—Submitted by a parent


Posted January 18, 2006

Sequoia is a great school with new programs. The honors classes are small and have excellent teachers. The IB porgram is wonderful as well. The regular classes are large and students tend not to do as well as those in honors courses. It is an excellent choice for students who want to achieve high academic standards and take honors or IB courses
—Submitted by a teacher


Posted January 16, 2006

My son is a freshman at Sequoia High School in the ICAP/IB program. We chose this school, despite the historical reputation, because we were so impressed by the teachers, the students, the academics, and the many fine elective choices, including music and art. This school is ethnically diverse, which I consider a strength. The students are encouraged and taught to have respect for each other and their different cultures. The teachers and staff are dedicated to quality education. The principal is a strong leader and the parent involvement is high. I would encourage parents and students considering this school to shadow, attend the open houses and presentations, and talk to the teachers and students.
—Submitted by a parent


Posted July 25, 2005

I believe this school is struggling to meet the needs of their second language learners and do not feel confident that they have enough focus on their average academic students
—Submitted by a parent


Posted September 26, 2004

SHS has made huge changes since the 90's. People still think of it as a lower-quality school, but after going there (2000-2004), I feel that it's better than the other schools in the district. The people are open-minded, activities are fun, and everything is 100% better than it used to be. The landscape and the atmosphere make it so relaxing and a great place to learn.
—Submitted by a former student


Posted January 20, 2004

I have a daughter (Graduated 2001) here who did more work in 7th & 8th grade (in Redwood City Public School) than in all of high school. There was little motivation. However, her last two years new teachers began to replace older, apathetic ones. Principal Marchbanks has done a decent job of reinvigorating the school, but it still has a long way to go. If a kid is very self-motivated, they can get a good education here, as the teachers are willing and capable. But promoting academic excellence is still a great challenge as many students don't speak English nor have been exposed to US education. The IB program is an interesting possibility.
—Submitted by a parent


Posted August 19, 2003

It's been a great school. I know I had 5 children finish school in 1966, 1968, 1969, 1975, 1976.All are doing great in the world.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

801

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

801

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+2

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

7 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

205 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
26%

2011

 
 
18%

2010

 
 
25%
Algebra II

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

50 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
89%

2010

 
 
91%
Biology/Life Sciences

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

184 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
77%

2011

 
 
77%

2010

 
 
84%
Earth Science

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

234 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
17%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

403 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
66%

2011

 
 
59%

2010

 
 
63%
General Mathematics (Grades 6 & 7 Standards)

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

17 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
5%

2011

 
 
6%

2010

 
 
9%
Geometry

The state average for Geometry was 45% in 2013.

127 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
69%

2011

 
 
59%

2010

 
 
61%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
9%

2010

 
 
8%
Physics

The state average for Physics was 38% in 2013.

23 students were tested at this school in 2013.

2013

 
 
95%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

161 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
26%

2011

 
 
18%

2010

 
 
17%
Algebra II

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

131 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
56%

2011

 
 
60%

2010

 
 
58%
Biology/Life Sciences

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

238 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
42%

2011

 
 
23%

2010

 
 
35%
Chemistry

The state average for Chemistry was 46% in 2013.

178 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
83%

2011

 
 
63%

2010

 
 
73%
Earth Science

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

11 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

451 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
58%

2011

 
 
56%

2010

 
 
54%
Geometry

The state average for Geometry was 15% in 2013.

102 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
29%

2011

 
 
33%

2010

 
 
20%
High School (Summative) Mathematics (Grade 9-11)

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

51 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
87%

2011

 
 
92%

2010

 
 
94%
Science

The state average for Science was 54% in 2013.

450 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
60%

2011

 
 
57%

2010

 
 
58%
World History

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

463 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
60%

2011

 
 
56%

2010

 
 
57%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

39 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
8%

2011

 
 
15%

2010

 
 
8%
Algebra II

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

127 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
24%

2011

 
 
22%

2010

 
 
15%
Biology/Life Sciences

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

180 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
54%

2011

 
 
50%

2010

 
 
40%
Chemistry

The state average for Chemistry was 32% in 2013.

113 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
39%

2011

 
 
20%

2010

 
 
37%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

455 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
61%

2011

 
 
54%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

126 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
7%

2011

 
 
8%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

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

154 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
68%

2011

 
 
73%

2010

 
 
77%
Physics

The state average for Physics was 58% in 2013.

153 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
52%

2011

 
 
51%

2010

 
 
34%
U.S. History

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

478 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
59%

2011

 
 
49%

2010

 
 
44%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students22%
Females26%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander9%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged19%
Non-economically disadvantaged32%
Students with disability8%
Students with no reported disability23%
English learner9%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)17%
Parent education - college graduate37%
Parent education - graduate school/post graduate50%
Parent education - declined to state17%

Algebra II

All Students94%
Females95%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students89%
Females88%
Males91%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged81%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate78%
Parent education - high school graduate89%
Parent education - some college (includes AA degree)96%
Parent education - college graduate88%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Earth Science

All Students27%
Females15%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander33%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged24%
Non-economically disadvantaged40%
Students with disability21%
Students with no reported disability28%
English learner5%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)40%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

English Language Arts

All Students69%
Females70%
Males67%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander83%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged47%
Non-economically disadvantaged94%
Students with disability64%
Students with no reported disability68%
English learner12%
Fluent-English proficient and English only84%
Migrant education64%
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)70%
Parent education - college graduate88%
Parent education - graduate school/post graduate99%
Parent education - declined to state6%

General Mathematics (Grades 6 & 7 Standards)

All Students6%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability6%
English learner7%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students71%
Females70%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged58%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

All Students95%
Females100%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students28%
Females29%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged27%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability28%
English learner23%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)23%
Parent education - college graduate33%
Parent education - graduate school/post graduate43%
Parent education - declined to state18%

Algebra II

All Students58%
Females55%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged52%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)44%
Parent education - college graduate59%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Biology/Life Sciences

All Students33%
Females24%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged24%
Non-economically disadvantaged56%
Students with disability26%
Students with no reported disability34%
English learner4%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)44%
Parent education - college graduate60%
Parent education - graduate school/post graduate44%
Parent education - declined to state15%

Chemistry

All Students72%
Females70%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged52%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)58%
Parent education - college graduate79%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Earth Science

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students61%
Females67%
Males56%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged40%
Non-economically disadvantaged84%
Students with disability58%
Students with no reported disability62%
English learner1%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)68%
Parent education - college graduate87%
Parent education - graduate school/post graduate87%
Parent education - declined to state29%

Geometry

All Students28%
Females21%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged23%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability26%
English learner0%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)19%
Parent education - college graduate30%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

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

All Students98%
Females97%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Science

All Students61%
Females62%
Males61%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged40%
Non-economically disadvantaged84%
Students with disability75%
Students with no reported disability61%
English learner8%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)64%
Parent education - college graduate84%
Parent education - graduate school/post graduate85%
Parent education - declined to state24%

World History

All Students54%
Females52%
Males55%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged32%
Non-economically disadvantaged77%
Students with disability29%
Students with no reported disability56%
English learner1%
Fluent-English proficient and English only64%
Migrant education27%
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)53%
Parent education - college graduate77%
Parent education - graduate school/post graduate75%
Parent education - declined to state21%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students13%
Females20%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
English learner0%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students16%
Females14%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged14%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability16%
English learner19%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)12%
Parent education - college graduate9%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Biology/Life Sciences

All Students53%
Females55%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged26%
Non-economically disadvantaged78%
Students with disability27%
Students with no reported disability56%
English learner5%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)56%
Parent education - college graduate73%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Chemistry

All Students33%
Females33%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged24%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability35%
English learner11%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)19%
Parent education - college graduate38%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students56%
Females63%
Males50%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged33%
Non-economically disadvantaged81%
Students with disability39%
Students with no reported disability57%
English learner2%
Fluent-English proficient and English only68%
Migrant education18%
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)59%
Parent education - college graduate76%
Parent education - graduate school/post graduate92%
Parent education - declined to state29%

Geometry

All Students10%
Females5%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged8%
Non-economically disadvantaged11%
Students with disability17%
Students with no reported disability9%
English learner6%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)8%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students76%
Females72%
Males83%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged56%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)61%
Parent education - college graduate75%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Physics

All Students34%
Females36%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged13%
Non-economically disadvantaged55%
Students with disability33%
Students with no reported disability34%
English learner0%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)30%
Parent education - college graduate50%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

U.S. History

All Students59%
Females59%
Males60%
African American57%
Asian95%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged41%
Non-economically disadvantaged80%
Students with disability29%
Students with no reported disability63%
English learner14%
Fluent-English proficient and English only71%
Migrant education36%
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)73%
Parent education - college graduate76%
Parent education - graduate school/post graduate91%
Parent education - declined to state19%

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

494 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
81%

2011

 
 
83%

2010

 
 
82%
Math

The state average for Math was 84% in 2013.

493 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
85%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students86%
Females88%
Males84%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to state93%
Economically disadvantaged76%
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disability58%
Tested with modificationsn/a
English learner42%
Language Fluency Unknownn/a
Migrant education67%

Math

All Students88%
Females90%
Males85%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state93%
Economically disadvantaged82%
Non-economically disadvantaged95%
Economic Status Unknownn/a
Students with disability59%
Tested with modificationsn/a
English learner66%
Language Fluency Unknownn/a
Migrant education75%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 59% 52%
White 29% 26%
Asian or Asian/Pacific Islander 5% 11%
Black 2% 6%
Hawaiian Native/Pacific Islander 2% 1%
Two or more races 2% 3%
American Indian/Alaska Native 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 20%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 5%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Bonnie Hansen
Fax number
  • (650) 368-5180

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1201 Brewster Avenue
Redwood City, CA 94062
Website: Click here
Phone: (650) 367-9780

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