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GreatSchools Rating

Ramona High School

Public | 9-12 | 2094 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
No new ratings

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26 reviews of this school


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Posted February 27, 2012

ramona high--- it great and teachers care and show it too the students are friendly and are always ready fro a challenge i love this school the former principal has let which is unfortunate but Ramona is looking towards a bright future
—Submitted by a student


Posted June 11, 2009

Romona High has brought out the best in my Daughter, their teaching techniques are most favorable and give the personal attention to students, boosting their self confidence in order to achieve their best.
—Submitted by a parent


Posted January 31, 2009

I believe that Ramona is the greatest school in our district. My mom and I cannot get over the success of AVID and the high rate of students that are accepted into a four-year university. Ramona has been a spectacular school so far, and I believe it will be in the future. :]
—Submitted by a student


Posted January 7, 2009

I have had two daughter graduate from this school and the whole time they were enrolled at ramona i never had any problems. In fact the teachers always put their students first and it was always, always possible to speak to a counsler or anyother person in charge. If i left a message for a call back i recieved a response that same day or early the next. Thank you staff at ramona high you are the ones who make it work!!
—Submitted by a parent


Posted November 4, 2008

It is an exellent school and evrything is awesome about it so go ramona high!!!
—Submitted by a student


Posted July 10, 2008

i am a freshmen,and ramona is 1 of the most excepting,caring and safe high schools in ramona.the staff all have positive attitudes,and are always there to lend a hand.the sport and art programs are very fullfilling and could easily put other schools to shame.and about the claim of there being gangs at the school,..theyre gone now that was the past.students have move ways to outlet they energy ang thoughts.also the counselors are always willing to help through a rough patch in life........Ramona Ram Pride!!! (: (:
—Submitted by a student


Posted June 12, 2008

Ramona was a great high school. I graduated in 2003 and went on to attend a private university. The AVID program was, I believe, the largest in the country at that point. The staff if helpful, and encouraging. There are bad seeds at every school, but I never had any problems while attending Ramona. As long as you keep your head in the books and are a well rounded student, if you don't seek trouble, trouble will not find you. It had been 5 years since I've graduated and I still look back through my yearbooks and miss my time at Ramona.
—Submitted by a student


Posted May 17, 2006

As a former Ramona student and University of California graduate, I can't say enough positive things about the faculty and leadership at Ram High. The quality of education at Ramona is the best in Riverside, period. Ramona teachers truly care about their students growth and development both inside and outside the classroom. The current principal, Mike Neece, is highly praised by both Ramona faculty and parents. It would be a huge blow if Ramona lost him. Some of the programs that deserve special mention are the AVID program, all of the wonderful Performing Arts programs, the Health and Business Academy and the Wellness Program. Overall parent involvement as well as safety/discipline are the only areas that I see a need for current improvement.
—Submitted by a former student


Posted March 14, 2006

I have had both of my children attend Ramona, and I believe it is a very good school filled with great teachers and administrators. However, the Custodial staff do not get the credit they deserve. One day while I was waiting for my son, I noticed how this one young custodian was doing a very nice job in the pre-school portable that he was cleaning. Someone needs to give the Custodial Staff a big pat on the back.
—Submitted by a parent


Posted September 23, 2005

Availability of sports in the middle school was very limited so playing sports in high school the students won't have the practice or experience as other students from other schools.
—Submitted by a parent


Posted September 7, 2005

Ramona high school is a great school with low (if any) drugs or violence. A+++ Recommended.
—Submitted by a former student


Posted March 31, 2005

Ramona has academically challenging programs and enthusiastic teachers. The administration is easy to talk with and is very professional. Ramona is a performing arts magnet and offers a wide range of programs.
—Submitted by a parent


Posted September 12, 2003

As a parent of two students who attended and graduated from Ramona, I can tell you that Ramona is a terrific school. It is a real shame to allow the kind of comments that were made by a couple of disgruntled parents in August besmirch the fine reputation of this school. I have seen this school both through the eyes of a parent as well as the eyes of a high school teacher. I must say, it shines either way. My own children loved the school and thrived there. I previously taught at another area high school and have experienced what other high schools have to offer. There is absolutely no comparison! Ramona has it all - a fantastic performing arts program, a nationally recognized AVID program, wonderfully dedicated and trained teachers, as well as great administrative leadership. I have seen first-hand other high schools who really ARE in trouble and Ramona is not among them. I was so impressed with everything Ramona had to offer that I now teach there! I am even more impressed with Ramona than I was before. Teacher morale and spirit is high and we expect the best from our kids. They live up to those expectations as well. Like evey high school across America, there are always those few students who do not respond no matter what opportunities they are given. This is a sad fact, however, that should not be the measurement of an entire school. The focus should remain on the 99% student population that come to school each day, work hard, learn, and are successful. I could not be more proud to be both a Ramona parent AND teacher!
—Submitted by Jean-Marie Harris, a parent


Posted September 9, 2003

As a hispanic student that has just graduated from Ramona in June 2003, I am left astonished from the messages left from August 2003. Having attended Ramona for four years as a member of AVID (the #1 AVID program in the state), a volleyball and soccer player, and an honor student, I have not felt any racism on campus. I understand that in previous years Ramon has been know as a gang affiliated school, yet that is no longer the case. I think that people should really forget the past Ramona and concentrate on the present one, which from what I can see, is a wonderful place to be. I am going to attend a UC school in the fall, and the wonderful programs that Ramona offers helped in getting me there. Everything depends on the students that are willing to take advantage of these programs and those who don't. August 2003 should stop blaming the school for their lack of parental control. Maybe Ramona should be blaming that parent for sending such a horrible student there, and not vice versa.


Posted September 8, 2003

As current parents of a Ramona High School student We must comment how absurd the two comments in August are. Our first daughter was having problems in her first High School which prompted us to seek another High School. After looking at other High Schools in Riverside we choose Ramona. The teachers and counselors at Ramona made a great difference in our daughter, which we can happily say is about to graduate from college. Because of the support and positive reinforcment at Ramona we have sent our other two daughters to Ramona as well. One of those is well into college studying Aerospace Engineering. She was involved in the AVID program at Ramona. All three of our children were involved in the performing arts program at Ramona, which is another successful program at Ramona. If the Principal, Teachers, and other Staff did not care as nuch as they do, How could we have so many successful programs? We believe Ramona High School is one of the best in Riverside. That is why we as parents transferd all three of our daughters to Ramona and we have recommended to our friends the advantages of their children being educated at Ramona.
—Submitted by a parent


Posted September 8, 2003

Regarding the letters from August 2003: There is no infestation of gangs at Ramona High School. The administration stays on top of any problems and handles them fairly. Students are not harrassed because of race or for any other reason. They are disciplined when they choose to ignore school, district and state rules and laws. Consequences are handed out fairly and without bias. All students are encouraged to reach their potential and became productive citizens. The biggest problem at Ramona, as well as other high schools, is the lack of parental involvement even though many opportunities for involvment exist. Institutional racism is not an issue on this campus, however it appears to be a problem with a few parents.
—Submitted by a parent


Posted September 6, 2003

As a parent of a student at Ramona and as a teacher at Ramona, I am grieved when I see people say that students of color are in a hostile environment. I communicate closely with my son to see what his perspective is in his classes with his teachers and I have done everything that I know to do in my classes at Ramona to make sure that all of my students feel safe and that no one is singled out because of the color of their skin. What these parents are describing has not heppened to my son nor does it happen in my classroom that I can see.
—Submitted by a parent


Posted September 6, 2003

Ramona is well known for its AVID program. They have the #1 program in the state. No other school can say this. They also have lots of other great programs.
—Submitted by a parent


Posted September 4, 2003

Let's get the record straight. If parents were more involved with thier student and school, alot of these 'problems' would be non-existant. It's easy to point fingers at others instead of yourself. If the parents who complain about this school would support thier student and administration, instead of criticizing, it wouldbe a much better school. Let's try and work together and make it the best school in Riverside.
—Submitted by a parent


Posted September 3, 2003

As a former student of Ramona High, I would argue that the faculty are among the best. They are highly dedicated to their students and their programs. The teachers and the principal, Mrs. Reitz, were helpful and always available when I had a concern or a comment. I appreciate all hard work they did and the confidence they had in me, which has helped lead me into new endeavors as I extend my education. I would like to thank those teachers and Mrs. Reitz for their support at Ramona High School. Go Ramona!
—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.

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 2012.

This school's
API score

734

Change from
2011 to 2012

-9

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

6 / 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 2012.
  • 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 2012

This school's
API score

734

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
2011 to 2012

-9

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

5 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
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 2012.

360 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
15%

2010

 
 
17%

2009

 
 
6%
Algebra II

The state average for Algebra II was 69% in 2012.

28 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
73%

2010

 
 
85%

2009

 
 
63%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

460 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
40%

2010

 
 
43%

2009

 
 
33%
Earth Science

The state average for Earth Science was 39% in 2012.

78 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
11%

2010

 
 
8%

2009

 
 
12%
English Language Arts

The state average for English Language Arts was 57% in 2012.

517 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
50%

2010

 
 
57%

2009

 
 
46%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

35 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
3%

2010

 
 
2%

2009

 
 
3%
Geometry

The state average for Geometry was 48% in 2012.

124 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
19%

2010

 
 
39%

2009

 
 
28%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

182 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
3%

2010

 
 
10%

2009

 
 
8%
Algebra II

The state average for Algebra II was 42% in 2012.

112 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
44%

2010

 
 
40%

2009

 
 
36%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

124 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
22%

2010

 
 
23%

2009

 
 
20%
Chemistry

The state average for Chemistry was 51% in 2012.

257 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
33%

2010

 
 
37%

2009

 
 
45%
Earth Science

The state average for Earth Science was 35% in 2012.

115 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
31%

2010

 
 
36%

2009

 
 
19%
English Language Arts

The state average for English Language Arts was 50% in 2012.

513 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
45%

2010

 
 
45%

2009

 
 
45%
Geometry

The state average for Geometry was 17% in 2012.

195 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
8%

2010

 
 
10%

2009

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

16 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
85%

2010

 
 
85%

2009

 
 
64%
Science

The state average for Science was 53% in 2012.

514 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
48%

2010

 
 
46%

2009

 
 
41%
World History

The state average for World History was 46% in 2012.

533 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
43%

2010

 
 
44%

2009

 
 
33%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

47 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
12%

2010

 
 
8%

2009

 
 
4%
Algebra II

The state average for Algebra II was 15% in 2012.

142 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
16%

2010

 
 
15%

2009

 
 
14%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

137 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
53%

2010

 
 
48%

2009

 
 
40%
Chemistry

The state average for Chemistry was 34% in 2012.

134 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
44%

2010

 
 
40%

2009

 
 
39%
Earth Science

The state average for Earth Science was 38% in 2012.

31 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
18%

2010

 
 
20%

2009

 
 
21%
English Language Arts

The state average for English Language Arts was 48% in 2012.

465 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
41%

2010

 
 
42%

2009

 
 
38%
Geometry

The state average for Geometry was 9% in 2012.

118 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
5%

2010

 
 
5%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

113 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
49%

2010

 
 
43%

2009

 
 
38%
Physics

The state average for Physics was 56% in 2012.

77 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
50%

2010

 
 
48%

2009

 
 
33%
U.S. History

The state average for U.S. History was 48% in 2012.

483 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
51%

2010

 
 
45%

2009

 
 
41%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
20%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students15%
Females16%
Males15%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged16%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability16%
English learner10%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate17%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)13%
Parent education - college graduate10%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students90%
Femalesn/a
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
White (not Hispanic)n/a
Economically disadvantaged86%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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 Students39%
Females38%
Males41%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged38%
Non-economically disadvantaged47%
Students with disability10%
Students with no reported disability41%
English learner7%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate30%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)43%
Parent education - college graduate53%
Parent education - graduate school/post graduate46%
Parent education - declined to staten/a

Earth Science

All Students13%
Females10%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability20%
English learner5%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)16%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students52%
Females56%
Males47%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged49%
Non-economically disadvantaged62%
Students with disability21%
Students with no reported disability53%
English learner11%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate41%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)53%
Parent education - college graduate62%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learner0%
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

Geometry

All Students26%
Females24%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged20%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduate16%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)30%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

Algebra I

All Students6%
Females3%
Males7%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged4%
Non-economically disadvantaged11%
Students with disability0%
Students with no reported disability6%
English learner4%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)5%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students30%
Females29%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)33%
Economically disadvantaged30%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)39%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students24%
Females19%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged22%
Non-economically disadvantaged33%
Students with disability6%
Students with no reported disability27%
English learner9%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students34%
Females29%
Males43%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged33%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability34%
English learner4%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate19%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)40%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students31%
Females30%
Males32%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)33%
Economically disadvantaged29%
Non-economically disadvantaged42%
Students with disability9%
Students with no reported disability34%
English learner9%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)35%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students46%
Females56%
Males37%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged43%
Non-economically disadvantaged59%
Students with disability18%
Students with no reported disability48%
English learner8%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate34%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)57%
Parent education - college graduate61%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Geometry

All Students11%
Females11%
Males11%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged10%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability11%
English learner3%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)13%
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 Students69%
Femalesn/a
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantagedn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
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 Students45%
Females43%
Males47%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged41%
Non-economically disadvantaged58%
Students with disability28%
Students with no reported disability46%
English learner11%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate37%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduate52%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

World History

All Students49%
Females44%
Males53%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged46%
Non-economically disadvantaged60%
Students with disability16%
Students with no reported disability51%
English learner22%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate42%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)59%
Parent education - college graduate49%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students9%
Females4%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students12%
Females11%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged14%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students54%
Females51%
Males61%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged48%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability57%
English learner14%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)62%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students47%
Females44%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged45%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability47%
English learner0%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students20%
Females17%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
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 Students45%
Females48%
Males43%
African American44%
Asian53%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged42%
Non-economically disadvantaged61%
Students with disability7%
Students with no reported disability47%
English learner5%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate33%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)54%
Parent education - college graduate54%
Parent education - graduate school/post graduate55%
Parent education - declined to state40%

Geometry

All Students4%
Females3%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)6%
Economically disadvantaged4%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability4%
English learner4%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)0%
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 Students46%
Females44%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged44%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate39%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)45%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students22%
Females20%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
White (not Hispanic)18%
Economically disadvantaged16%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)24%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students47%
Females38%
Males58%
African American52%
Asian40%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged42%
Non-economically disadvantaged62%
Students with disability15%
Students with no reported disability49%
English learner6%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate35%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)56%
Parent education - college graduate61%
Parent education - graduate school/post graduate54%
Parent education - declined to state28%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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 - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

533 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
85%

2010

 
 
81%

2009

 
 
80%
Math

The state average for Math was 84% in 2012.

531 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
84%

2010

 
 
81%

2009

 
 
80%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students80%
Females87%
Males73%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Declined to staten/a
Economically disadvantaged78%
Non-economically disadvantaged87%
Economic Status Unknownn/a
Students with disability30%
Tested with modificationsn/a
English learner46%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students77%
Females79%
Males75%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)73%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged81%
Economic Status Unknownn/a
Students with disability29%
Tested with modificationsn/a
English learner57%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 64% 49%
White 26% 28%
African American 7% 7%
Asian 2% 8%
American Indian or Alaska Native 1% 1%
Pacific Islander 1% 1%
Filipino 0% 3%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 115%N/A24%
Students eligible for free or reduced-price lunch program 270%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 96% 85%
Korean 1% 1%
Portuguese 1% 0%
Tongan 1% 0%
Vietnamese 1% 2%
Assyrian 0% 0%
Khmer (Cambodian) 0% 0%
Rumanian 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

7675 Magnolia Avenue
Riverside, CA 92504
Website: Click here
Phone: (951) 352-8429

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