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De Anza Senior High School

Public | 9-12

 

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Living in Richmond

Situated in a suburban neighborhood. The median home value is $255,000. The average monthly rent for a 2 bedroom apartment is $1,550.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted October 18, 2013

De Anza is a great school that has gone through alot of changes. The new campus is beautiful and the student's take alot of pride in it. The teachers are enthuisiastic and really care about the students. My son graduated last year and my daughter is in her junior year there now. I find that the key to a successful learning and overall high school experiance is for both the student and parents to be involved. There are many clubs, sports, activities and events that the students can get involved in. It's a great experiance. We are very happy with the education both my son and daughter have received.
—Submitted by a parent


Posted September 26, 2013

Great. Like the pilot CNA program for students to attend Contra Costa College with adults. It is worth while. My kid loves it. It is working.
—Submitted by a parent


Posted November 27, 2012

DAHS has and is going through major changes. Excellent Faculty and Staff, fine Main Office, and new Administrators all work toward giving students their best chance to succeed. DAHS needs more support of parents for their PTSA, participation in their extracurricular sports, and the assistance of their immediate neighborhood community. This brand new school has great potential. If you read former reviews, sure, they have their validity, but give DAHS a chance.....go watch a football, a basketball or baseball game: check out the scene. DA's music program is unique. This is a very special place, where powerful learning takes place. GO DONS! former DAHS Faculty Member


Posted January 4, 2012

De Anza is a place of change! Our new principal has hired an excellent new teaching staff and our test scores had the most improvement of any high school in the area! And the new campus is to be ready for students entering in Fall of 2012. Don't be afraid of old rumors... we have had numerous children attend De Anza and they have all done well. Our children went on to 4 year colleges and were competitive with their peers. After graduation college, they have secured professional careers.
—Submitted by a parent


Posted September 4, 2011

I went to de anza high and I loved it there! We had great teachers. On another note when I moved out of the bay area to a middle class neighborhood in Mauldin, SC I see police everywhere and it is a much safer neighborhood then San Pablo, because you are less likely to commit a crime when the police are paroling. DA is not a dumping ground!


Posted August 17, 2011

I can't comment on the general ed courses or teachers but don't send your student there if he has a LD or MD or will try to defend himself verbally when comments are made about his deficiencies, He will be labeled a PROBLEM and treated as such. a parent
—Submitted by a parent


Posted June 26, 2010

De Anza is the launch pad to go anywhere you want to succeed. There are many special programs to support the interests of a variety of students. Community involvement is needed to help our school be all that it can be.
—Submitted by a parent


Posted February 26, 2010

We are new to the area and my daughter goes to Deanza. It looks horrible on the outside and inside but the school system there is great!! dont judge a book by the cover!!
—Submitted by a parent


Posted November 29, 2009

d a is the worst school i have ever seen it looks like a dumping site. i mean you no something is wrong when you drive by and never not see police cars in the front of the school i believer this school is a digrace


Posted November 11, 2009

i have been a student at de anza for almost 3 yrs and my brother and sister went to de anza. De anza definitely has its flaws, but I like it anyways. Luckily De Anza is undergoing remodeling, slowly, but surely. Due to the budget cuts, our class sizes have increased and our extracurricular activities are lessening, but we are making the best out of it. Also, from some reviews I saw (the parents are wrong), students can do well after graduating from De Anza. I know from my siblings and De Anza graduates that after De Anza, one can get into a good college and come out of universities just as strong as people that came from expensive private schools. Lets go DA..lets go =P! We need more school spirit
—Submitted by a student


Posted September 22, 2009

This school is awful. little to no homework is given. Uniforms for gym are required to buy but not to be worn. How sorry is that? my child missed 1 period 3 days in a row because she did not know her schedule had been changed and worst of all if I had not asked for a progress report who knows how long it would have gone on for.
—Submitted by a parent


Posted February 5, 2009

Hello everyone. I am the parent who submitted the comment on 9/11/08. I 'm retracking my statement that the administrators at De Anza were good and provide a safe environment for our students. On 1/27/09, I had to remove my daughter who is in 12th grade from De Anza due to the Administration's lack of concern for my daughter's safety. De Anza has a good staff and some good teachers but in order for the school to be a success new administratin is needed!!! I am sadden and upset with the support that my husband and I have given De Anza the encouragement to students and staff that the admininstration was working hard for the school and to now see that we were lied to !
—Submitted by a parent


Posted November 17, 2007

De Anza is a sorrow to the neighborhood. The unusual thing is that one of the best elementary schools in the district is just a block or so away. The level of parental involvement, teacher dedication and community support that the local small primary enjoys doesn t necessarily follow into the larger secondary level. I applaud those staunch urban pioneers that have kept their children there, but it s a tough choice to make when your kids are at stake. It's too bad El Sobrante lacks the social & academic anchor to the community that a good high school makes.


Posted May 9, 2007

As a former teacher at De Anza, I would say that it is the worst high school I have ever seen. The administration is incompetent, the campus is filthy, and most of the teachers are burnt out. Under no circumstances should a child go to school there. There is almost no parent involvement, the academic rigor is insufficient for college preparation, and there are few extra-curricular activities available for students.
—Submitted by a teacher


Posted September 20, 2006

This is my daughter's second year at DeAnza. The instructors are good and not all of the students are delinquents. The principal does not take [anything]from anyone and even cancelled last year's homecoming due to a fight, which means she is no pansy. Security has increased and they have implemented a lock-out policy; late for class, suspended for one day. Given the lack of funding, they are doing okay. Parent involvement is key in enhancing any child's school experience. I have one question to those who complain so much; how often do you volunteer at the school to make a difference?
—Submitted by a parent


Posted August 31, 2006

My son went to De Anza for one semester and I went to the open house. The campus is awful, filthy and falling apart, the teachers are burnt out and the bad kids are in control. Truely the most horrible school I have ever seen.
—Submitted by a parent


Posted March 10, 2006

Great teachers but very bad students. Not a lot of extracurricular activities.
—Submitted by a student


Posted July 23, 2004

De Anza is a large urban high school in Richmond, California that suffers from many of the typical problems associated with under-resourced schools. While there are some very dedicated teachers who make the experience bearable, they can't solve all of the problems alone.
—Submitted by a parent


Posted July 19, 2004

If I could afford to send my kid to a private school I would snatch her out of De Anza in a New York minute. There are too many students per class, kids are being sent home with copied pages from textbooks with out instruction on the assignment so parents like me are not able to help with the homework, no after school tutoring or mentoring, teachers don't have the time or don't take time with students that are struggling, administrators don't care. I graduated De Anza in 1983, and when I went inside the building to registar my daughter for the 2003 school year I couldn't belive what I was seeing. I have never seen such a discussting lack of maintance of a school building.
—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

675

Change from
2012 to 2013

+4

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

675

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

+4

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 2012 and Spring 2013. 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)

2 / 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)

8 / 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.

134 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
10%

2011

 
 
13%

2010

 
 
4%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

295 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
62%

2011

 
 
60%

2010

 
 
39%
Earth Science

The state average for Earth Science was 38% 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 62% in 2013.

272 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
42%

2011

 
 
43%

2010

 
 
34%
General Mathematics (Grades 6 & 7 Standards)

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

13 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

138 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
23%

2011

 
 
24%

2010

 
 
12%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
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.

45 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
2%

2011

 
 
2%

2010

 
 
0%
Algebra II

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

110 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
25%

2011

 
 
6%

2010

 
 
3%
Biology/Life Sciences

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

69 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
33%

2011

 
 
17%

2010

 
 
27%
Chemistry

The state average for Chemistry was 46% in 2013.

145 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
28%

2011

 
 
24%

2010

 
 
8%
Earth Science

The state average for Earth Science was 35% 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 52% in 2013.

242 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
33%

2011

 
 
26%

2010

 
 
28%
Geometry

The state average for Geometry was 15% in 2013.

85 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
12%

2010

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

240 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
54%

2011

 
 
46%

2010

 
 
29%
World History

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

249 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
31%

2011

 
 
27%

2010

 
 
16%
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.

19 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
0%

2011

 
 
0%

2010

 
 
n/a
Algebra II

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

65 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
0%

2010

 
 
0%
Biology/Life Sciences

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

33 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
8%

2011

 
 
41%

2010

 
 
29%
Chemistry

The state average for Chemistry was 32% in 2013.

111 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
15%

2011

 
 
5%

2010

 
 
3%
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.

185 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
36%

2011

 
 
31%

2010

 
 
22%
Geometry

The state average for Geometry was 8% in 2013.

37 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
3%

2011

 
 
3%

2010

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

67 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
11%

2011

 
 
12%

2010

 
 
14%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
44%

2011

 
 
n/a

2010

 
 
69%
U.S. History

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

198 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
30%

2011

 
 
29%

2010

 
 
25%
World History

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

17 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
8%

2011

 
 
33%

2010

 
 
0%
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 Students3%
Females2%
Males4%
African American0%
Asian0%
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged3%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)7%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

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

Biology/Life Sciences

All Students42%
Females44%
Males40%
African American28%
Asian50%
Filipino59%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged38%
Non-economically disadvantaged50%
Students with disability7%
Students with no reported disability46%
English learner5%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate21%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)40%
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

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 Students48%
Females52%
Males43%
African American32%
Asian52%
Filipino76%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged42%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability48%
English learner9%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate35%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)49%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

General Mathematics (Grades 6 & 7 Standards)

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 disability0%
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

Geometry

All Students7%
Females9%
Males4%
African American0%
Asian11%
Filipino13%
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged4%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talented23%
Parent education - not a high school graduate0%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)9%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state12%

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 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

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 Students4%
Females6%
Males4%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged3%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)17%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students11%
Females13%
Males9%
African American0%
Asian20%
Filipino14%
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged9%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talented37%
Parent education - not a high school graduate8%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)9%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to state3%

Biology/Life Sciences

All Students29%
Females35%
Males24%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged21%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability31%
English learner0%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)41%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

Chemistry

All Students23%
Females21%
Males27%
African American7%
Asian35%
Filipino36%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged17%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability24%
English learner7%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate9%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)21%
Parent education - college graduate37%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

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 Students35%
Females40%
Males31%
African American24%
Asian57%
Filipino60%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged28%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability36%
English learner6%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate22%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)38%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

Geometry

All Students2%
Females4%
Males0%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)13%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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

Science

All Students50%
Females48%
Males53%
African American49%
Asian67%
Filipino65%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged45%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability50%
English learner9%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate41%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)50%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%

World History

All Students21%
Females20%
Males23%
African American19%
Asian32%
Filipino30%
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged15%
Non-economically disadvantaged30%
Students with disability19%
Students with no reported disability21%
English learner6%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate8%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)27%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
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 Students5%
Femalesn/a
Males8%
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 disability6%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students2%
Females3%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability2%
English learnern/a
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students60%
Females62%
Males58%
African Americann/a
Asian83%
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 disadvantaged36%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
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

Chemistry

All Students19%
Females18%
Males20%
African American13%
Asian36%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability20%
English learner14%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate25%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)15%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

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 Students36%
Females32%
Males40%
African American28%
Asian43%
Filipino38%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged34%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability37%
English learner7%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate31%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)34%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%

Geometry

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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

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

All Students17%
Females15%
Males22%
African American0%
Asian21%
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)n/a
Economically disadvantaged14%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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

U.S. History

All Students38%
Females26%
Males49%
African American32%
Asian50%
Filipino46%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged37%
Non-economically disadvantaged40%
Students with disability11%
Students with no reported disability41%
English learner9%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate32%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)41%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

World History

All Students13%
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 disadvantaged18%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only14%
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.

257 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
72%

2011

 
 
68%

2010

 
 
71%
Math

The state average for Math was 84% in 2013.

255 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
69%

2011

 
 
70%

2010

 
 
61%
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 Students78%
Females79%
Males76%
Gender Unknownn/a
African American80%
Asian86%
Filipino90%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Declined to staten/a
Economically disadvantaged79%
Non-economically disadvantaged72%
Economic Status Unknown87%
Students with disability26%
Tested with modificationsn/a
English learner26%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students74%
Females76%
Males72%
Gender Unknownn/a
African American60%
Asian86%
Filipino100%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Declined to staten/a
Economically disadvantaged71%
Non-economically disadvantaged74%
Economic Status Unknown90%
Students with disability20%
Tested with modificationsn/a
English learner54%
Language Fluency Unknownn/a
Migrant educationn/a
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
Hispanic 44%
Black 25%
Asian 12%
White 11%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 71%N/AN/A
English language learners 16%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Music
  • Band

Health & athletics

School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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School basics

School Leader's name
  • Robert Evans
Fax number
  • (510) 223-7984

Resources

Staff resources available to students
  • School social worker/counselors(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Football
  • Golf
  • Soccer
  • Tennis
Girls sports
  • Basketball
  • Cheerleading
  • Golf
  • Soccer
  • Softball
  • Tennis

Arts & music

Music
  • Band
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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5000 Valley View Road
Richmond, CA 94803
Phone: (510) 223-3811

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