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Teacher quality
Principal leadership
Parent involvement
Arlington High School is a GREAT school. They have wonderful and caring teachers. The principal shows great leadership and is very involved. They have challenging academic programs and have excellent music, theatre, sports, and Jr ROTC programs. The students involvement in the community is phenominal. Staff and Administrators provide a safe environment for students with zero tolerance for violence. My daughter attends school here and she loves it. As a parent I am really happy that my daughter attends school here at Arlington. I believe it is the best school in Riverside and would not let her attend anywhere else. Go Lions! Proud parent of an Arlington student.
—Submitted by a parent
I just graduated and I am glad that I was able to attend Arlington High School. Everyone at school, as far as adult-wise, were nice and caring. Being at school allowed me to have a family-like feeling. I am sad to see some of the comments about AHS looks. Whether or not the school looks bad as far as needing an upgrade will not determine whether us as students will be successful or not. Arlington is not the ghetto school of Riverside. I agree that classes that are AP are a lot more sophisticated and help students a lot more, but that is because the students in the regular classes have a lack of desire to do work and go to college. My time at AHS was great:) Its a good school.
—Submitted by a student
Every school has a percentage of students and/or parents that will be unhappy with their school for a variety of reasons. Sometimes, there will be no pleasing these individuals no matter what the school or teachers do. This is a great school, filled with talented students, caring teachers and positive attitudes. Keep up the great work, Arlington!
—Submitted by a parent
The quality of the classes offered here that are not a.p. is very poor, however i can say that all of the a.p. courses that I've taken here except for one have been very challenging and definitely college level. The athletic programs are superb but with old facilities that are falling apart. Many sports this year went undefeated including waterpolo, tennis, and freshman football. Waterpolo and tennis were league champions with tennis winning cif.
—Submitted by a student
I agree Arlington High School needs new upgrades and the school stucures are falling apart. My child calls it the Gheto school of Riverside.
—Submitted by a parent
As a graduate, I must say this school is a piece of crap! There are few teachers that try, the facilities are below average, the roofs leak, the school is on the border of a bad part of town & the participation of teachers/ students trying to do more for to build school pride is lackluster. The music/ choir program is great & the athletic programs are above average, but I don't know how in the last 10 years the district has continued to build other schools with state of the art facilities, but hasn't mildly updated the facilities in this one. Maybe they're waiting for the train that runs through the football field to derail & take out some of the decrepit buildings & then they'll just start over. Oh and Excellant is actually spelled Excellent... If your daughter received such an education she should've helped you with that word!
—Submitted by a student
My daughter attended Arlington and graduated from there. The school has an excellent reputation statewide as far as academic programs and extra curricular activities such as Envirothon, Choir, and the Debate teams. Quite a few students were accepted to major universities across the country after scoring very well on their SAT's.
—Submitted by a parent
My daughter received what I consider an excellant education that prepared her for college. Doctor Hanson, the principal is highly involved in the school and demands excellance daily from both students & teachers. The AP program is excellant & the teachers truly caring. Envirothon & the music program are some of the better programs on campus.
—Submitted by a parent
The academic programs at arlington are average, but most students do not participate in them due to lack of knowledge about them and administration foul ups in placing kids. The sports programs are always doing well, especially in water polo and baseball where the coaches are proven winners in thier divisioins. The parent involvement in the school is probably sub standard in terms of education involvement, but extreme whebn in it comes to boosters for sports.
—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 25% in 2012.
293 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
539 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
521 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.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
186 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
283 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
208 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
511 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
178 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.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
521 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
529 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.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
440 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
111 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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
455 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
11 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
| All Students | 14% |
| Females | 13% |
| Males | 15% |
| African American | 16% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 24% |
| Students with disability | 15% |
| Students with no reported disability | 14% |
| English learner | 2% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 55% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 30% |
| Males | 39% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 47% |
| Students with disability | 9% |
| Students with no reported disability | 37% |
| English learner | 0% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| 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 |
| Native Hawaiian | 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 | 36% |
| 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 | 54% |
| Females | 55% |
| Males | 54% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| 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) | 65% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 68% |
| Students with disability | 20% |
| Students with no reported disability | 56% |
| English learner | 11% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 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 | 29% |
| Females | 26% |
| Males | 32% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 9% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 10% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 7% |
| Students with disability | 0% |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 19% |
| Males | 15% |
| African American | n/a |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 26% |
| Males | 34% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 42% |
| Students with disability | 2% |
| Students with no reported disability | 35% |
| English learner | 2% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 12% |
| Males | 40% |
| African American | 8% |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 52% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 7% |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 50% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 51% |
| Males | 50% |
| African American | 46% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 64% |
| Students with disability | 14% |
| Students with no reported disability | 52% |
| English learner | 4% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 6% |
| Males | 14% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 13% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 2% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | n/a |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 41% |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| 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 | 52% |
| Females | 47% |
| Males | 56% |
| African American | 42% |
| Asian | 65% |
| Filipino | n/a |
| 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) | 67% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 70% |
| Students with disability | 3% |
| Students with no reported disability | 55% |
| English learner | 10% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 41% |
| Males | 59% |
| African American | 53% |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| 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 | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | 12% |
| Students with no reported disability | 54% |
| English learner | 10% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 72% |
| 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 | 4% |
| Females | 6% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| 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 | 8% |
| Females | 6% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 46% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | 0% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 13% |
| Females | 9% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 32% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 47% |
| 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 | 50% |
| Males | 50% |
| African American | 33% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| 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 | 47% |
| Non-economically disadvantaged | 56% |
| Students with disability | 9% |
| Students with no reported disability | 52% |
| English learner | 7% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 12% |
| Males | 22% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 6% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 22% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 43% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 48% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 50% |
| 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 | 48% |
| Males | 60% |
| African American | 35% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| 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 | 50% |
| Non-economically disadvantaged | 61% |
| Students with disability | 15% |
| Students with no reported disability | 58% |
| English learner | 11% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 10% |
| 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.
542 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
545 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 | 85% |
| Females | 90% |
| Males | 81% |
| African American | 77% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Declined to state | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | n/a |
| Students with disability | 26% |
| Tested with modifications | n/a |
| English learner | 49% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 88% |
| Females | 87% |
| Males | 89% |
| African American | 74% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | 41% |
| Tested with modifications | n/a |
| English learner | 58% |
| 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
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
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 58% | 49% | ||
| White | 30% | 28% | ||
| African American | 7% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 57% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Arabic | 1% | 1% | ||
| All other non-English languages | 0% | 1% | ||
| Cantonese | 0% | 2% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Lao | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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2951 Jackson Street
Riverside,
CA 92503
Phone: (951) 352-8316
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