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Teacher quality
Principal leadership
Parent involvement
Reseda High is great compare to many other schools in the area. It lacks diversity they say? Well, not really. Reseda is actually one of the most diverse schools in the Valley. Professors are rude? It depends how you speak to them, of course if you come with an attitude they will not stand such. What gets me the most is how parents think the professors are the bad ones, when in fact is the opposite. Professors are RSH are great! But your children are not so much. I graduated with Honors from the Science Magnet, loved my experience here. I am currently a sophomore at University in the Midwest. If it wasn't for my teachers, counselor & college counselor I wouldn't be here typing this. This people helped me so much, I don't even know how to say thank you to them. I hope that in the future I could donate money to RSH because they deserve it. Now, my sister who also attends RSH is just a regular student & she's a witness that professors are good but the students are bad. I loved my AP teachers, they were just amazing. My sister is graduating with an even higher GPA than mine & all because she worked hard for it, unlike many others who's parents just whine & whine.
I am extremely concerned about safety at the school. It appears that former students and other people can freely wander onto campus through "the back gate" and "hang out" all day. If former students can do this then so can other people.
—Submitted by a parent
Yes, I enrolled my son in Reseda Senior High School so that he can use his last four years of public school to be challenged by their exceptional Magnet Program. Reseda High School is also rated #1 in their District with regards to their API. I have (personally met my son's teachers) and I can tell you that they are there to really help prepare him for the strenuous demands of balancing both a college and athletic career simultaneously. I think to give advice to others about a school that you yourself haven't taken the time to genuinely examine shows a lack of responsibility.
—Submitted by a parent
My son just transfered to Reseda based on his mother wanting to get him into the AP Science and Math magnet program. That's the only reason worth going there. The rest is all down hill. This school lacks diversity and school pride. The campus is massive with old buildings and looks like juvenille hall. The athletic teams are garbage. If you're looking for a balanced academic environmnet for your child, Reseda HS ain't it.
—Submitted by a parent
I agree with the rude staff comment. I've had several problems with staff here - particularly the PE and coaching staff. .I'm really not happy with the school at all. Their push right now is how their API has increased - but that's only due to the science magnet, not the rest of the student body.
—Submitted by a parent
Reseda High School tends to receive negative reviews from parents, students and other members from the community because many of them are not aware of the school's Science Magnet Program. This small learning community runs and is based within the "host" school, but is entirely separate and different in terms of the academic curriculum, teaching staff, and students. This school's magnet program is composed of an excellent pair of guidance counselors who come to know almost every students' name and who know when to praise an achieving students while taking the necessary actions if a pupil is falling behind. They manage to get to know their students while fulfilling their counselor responsibilities and encouraging them to strive for success both in and out of the classroom. As for the academic programs within the Science Magnet, these are excellent; the curriculum, which is different from the general host school, offers a wide variety of AP courses and ensures each student is academically prepared for college and meets the University of California (UC) eligibility requirements. It prepared me well enough that I am currently a first year attending Brown University.
—Submitted by a student
Great school. Pushed my child to be everything he could be.
—Submitted by a parent
I spent hours trying to get my son's scheduling conflict resolved - no one wanted to help, calls were not returned and I spent ages in their voice mail hell because they 'couldn't transfer me' to the correct person. Not really happy with administration there at all!
—Submitted by a parent
Reseda gave my son and I (hope) something every kid in order to succeed needs in their life. My son was about to drop out of school but luckily I enrolled him at Reseda.Without their support and trust that my son would come through , he would of not achieved been a 2008 graduate , No kid will succeed without parent involment and no parent will succeed without school support. This is what we both found at Reseda it takes a team to win and between Reseda and I we were able to achieve this .. So I would recommend Reseda to every parent, that is having problems with their kids 'if and of course you are involved also' , otherwise you can enroll your kid in the highest school but the outcome may be the same. Reseda is what a school should be , dedicated and caring . Thank you
—Submitted by a parent
Reseda High School has enabled me to find my passion, engineering. The school has a great Robotics program and the Science Magnet has excelled beyond any other... The AP have been a taste of college and have helped me greatly through college... I am proud to call myself a Regent and I greatly reccomed this school to ANYONE!
—Submitted by a student
This is a very good school. I recommend this to a lot of people. Recently, Reseda has gone downhill but I hope it does a turn around. The school has great AP classes and Magnet meanwhile the regular classes are easy.
—Submitted by a student
I have 3 children who have attended Reseda (one is still a student there). Most of the teachers I've encountered have been very caring and have gone above and beyond in providing recommendations, guidance or extra help if needed. The Science Magnet is great, but I've been disappointed in the leadership at the school. It seems that there is no cohesive general plan. Money is received from grants or other sources but not utilized to its full potential and there have been some questionable staffing decisions. It seems that the school has been going down hill in the last year or two, which saddens me since I used to recommend it highly to everyone. I hope things turn around.
—Submitted by a parent
Personally I believe in Reseda. No not every teacher teaches and not every students wants to learn.We have many success stories of student going to college weather it be a Junior College or 4 year.The kids that lack parent support have fallen back on Reseda pride and end up doing very well here. Overall you have a principal that cares enough to keep those kids in school.Our school is going to be divided into communities this coming fall I hope through these centers the students will have more of a goal to achieve. Way to go MR.TARIN.Thanks for keeping the gangs out and our school safe.
—Submitted by a parent
I think Reseda is a good school, if your in the Magnet or in AP classes. The AP teachers are fabulous and the classes are a challenge. Regular classes on the other hand is an Easy A. Academically I would rate it a D. But socially, it's a great enviroment.
—Submitted by a former student
My experience with Reseda High School has been overall positive. While the campus is old, it is maintained and kept clean.
—Submitted by a student
Hidden Gem of the Valley. Mostly nice kids. Mostly good caring teachers. Outstanding Science magnet program. My biggest concern was safety but my son and daughter never had any problems and never even saw a fight in the 4 years they were there (6 total).
—Submitted by a parent
As a parent I believed that Reseda High School was a good school. To my susprise is not secure , I don't recommend this school to any parent . You may think that because is on Reseda is safe and is a good school but nope .
—Submitted by Claire Lee, a parent
If you are looking for a school that can baby sit your kids while you go to work, this is the school for you. The teachers that the new principla Mr. Tarin from (San Fernando H.S.)has hired are raleted or close friends of his. You got coaches coaching who have never played sports before. You has english teachers who have trouble speaking english themself.
—Submitted by Jose Mejia, a former student
As a former student of the Enviromental Magnet Program at Reseda, I must say that I reseived a quality education there. The Magnet is a separate school from Reseda. Parent Involvement in the magnet is high while it is low in the regular school. Also there are a lot of kids bussed in from L.A. While I was there most of the kids that were bussed in had been bussed since elementary school. A lot of the kids have gone to school together since elementary. There is a lot of school spirit which can be very important.
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% 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 25% in 2012.
309 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
302 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
465 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.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
112 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.
37 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 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
409 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
261 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.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
416 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
427 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.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
233 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
160 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
429 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
19 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
433 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 | 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 |
| Other 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 |
| 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 |
| Other 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 |
| 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 |
| Other 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 |
| 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 |
| Fluent-English proficient and English only | 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other 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 |
| 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 |
| Other 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 | 14% |
| Females | 14% |
| Males | 13% |
| African American | 5% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 12% |
| Students with disability | 10% |
| Students with no reported disability | 14% |
| English learner | 7% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | 10% |
| All Students | 68% |
| Females | n/a |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| 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 | 47% |
| Females | 41% |
| Males | 51% |
| African American | 17% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 48% |
| Students with disability | 15% |
| Students with no reported disability | 49% |
| English learner | 10% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 40% |
| All Students | 8% |
| Females | 3% |
| Males | 13% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| 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) | 32% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 8% |
| Students with disability | 2% |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 12% |
| All Students | 49% |
| Females | 44% |
| Males | 53% |
| African American | 35% |
| Asian | 87% |
| Filipino | 91% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 58% |
| Students with disability | 20% |
| Students with no reported disability | 52% |
| English learner | 4% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 45% |
| All Students | 8% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| 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 | 48% |
| Females | 30% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| 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 | 12% |
| Females | 15% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | 0% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| 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 | 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 |
| 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 | 50% |
| Females | 36% |
| Males | 59% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| 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 | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
| All Students | 40% |
| Females | 37% |
| Males | 43% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 49% |
| Students with disability | 11% |
| Students with no reported disability | 48% |
| English learner | 8% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | 38% |
| Females | 31% |
| Males | 43% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 30% |
| Females | 26% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 41% |
| Students with disability | 15% |
| Students with no reported disability | 33% |
| English learner | 0% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 17% |
| 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 | 29% |
| All Students | 53% |
| Females | 54% |
| Males | 52% |
| African American | 56% |
| Asian | 67% |
| Filipino | 71% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 58% |
| Students with disability | 19% |
| Students with no reported disability | 56% |
| English learner | 9% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 54% |
| All Students | 18% |
| Females | 17% |
| Males | 20% |
| African American | 21% |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 16% |
| Students with disability | 4% |
| Students with no reported disability | 20% |
| English learner | 13% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 15% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 85% |
| 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 | 82% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| 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 | 55% |
| Females | 52% |
| Males | 57% |
| African American | 48% |
| Asian | 74% |
| Filipino | 71% |
| 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) | 70% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 63% |
| Students with disability | 23% |
| Students with no reported disability | 59% |
| English learner | 19% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 59% |
| All Students | 51% |
| Females | 43% |
| Males | 55% |
| African American | 46% |
| Asian | 65% |
| Filipino | 76% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 54% |
| Students with disability | 17% |
| Students with no reported disability | 55% |
| English learner | 16% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 53% |
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 | 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 | 7% |
| Females | 4% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 7% |
| Students with disability | 0% |
| Students with no reported disability | 8% |
| English learner | 5% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | 18% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 67% |
| Females | 61% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | 75% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 62% |
| 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 | 96% |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 66% |
| All Students | 33% |
| Females | 27% |
| Males | 37% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 34% |
| All Students | 23% |
| Females | 16% |
| Males | 30% |
| African American | n/a |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 30% |
| Students with disability | 16% |
| Students with no reported disability | 26% |
| English learner | 9% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| All Students | 50% |
| Females | 46% |
| Males | 55% |
| African American | 44% |
| Asian | 76% |
| Filipino | 74% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 57% |
| Students with disability | 15% |
| Students with no reported disability | 54% |
| English learner | 14% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| 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 | n/a |
| Students with no reported disability | 0% |
| 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 | 41% |
| Females | 29% |
| Males | 53% |
| African American | n/a |
| Asian | 65% |
| Filipino | 25% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 48% |
| Females | 18% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 42% |
| 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 | 54% |
| Females | 43% |
| Males | 66% |
| African American | 63% |
| Asian | 73% |
| Filipino | 79% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 60% |
| Students with disability | 30% |
| Students with no reported disability | 58% |
| English learner | 16% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 52% |
| 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.
428 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
429 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 | 82% |
| Females | 82% |
| Males | 82% |
| African American | 85% |
| Asian | 86% |
| Filipino | 88% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Declined to state | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | 82% |
| Students with disability | 39% |
| Tested with modifications | n/a |
| English learner | 33% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 84% |
| Females | 85% |
| Males | 84% |
| African American | 73% |
| Asian | 93% |
| Filipino | 94% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 82% |
| Students with disability | 42% |
| Tested with modifications | n/a |
| English learner | 45% |
| 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 | 73% | 51% | ||
| White | 11% | 27% | ||
| Asian | 9% | 11% | ||
| Black | 6% | 7% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 68% | N/A | 54% |
| English language learners 2 | 23% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 87% | 85% | ||
| Farsi (Persian) | 6% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Korean | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Armenian | 0% | 1% | ||
| Bengali | 0% | 0% | ||
| Cantonese | 0% | 2% | ||
| Hebrew | 0% | 0% | ||
| Indonesian | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Portuguese | 0% | 0% | ||
| Punjabi | 0% | 1% | ||
| Thai | 0% | 0% | ||
| Turkish | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
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| Fax number |
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| Extra learning resources offered |
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Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
18230 Kittridge Street
Reseda,
CA 91335
Website: Click here
Phone: (818) 758-3600
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