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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
It is an exellent school and evrything is awesome about it so go ramona high!!!
—Submitted by a student
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
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
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
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
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
Ramona high school is a great school with low (if any) drugs or violence. A+++ Recommended.
—Submitted by a former student
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
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
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.
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
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
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
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
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
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.
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.
360 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
460 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
517 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.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
124 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.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
513 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
195 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.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
514 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
533 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
465 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
118 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
483 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 15% |
| Females | 16% |
| Males | 15% |
| African American | 4% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 10% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 10% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | n/a |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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 | 39% |
| Females | 38% |
| Males | 41% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 47% |
| Students with disability | 10% |
| Students with no reported disability | 41% |
| English learner | 7% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | n/a |
| All Students | 13% |
| Females | 10% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| 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 | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 20% |
| English learner | 5% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 16% |
| 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 | 56% |
| Males | 47% |
| African American | 39% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| 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) | 67% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 62% |
| Students with disability | 21% |
| Students with no reported disability | 53% |
| English learner | 11% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | 0% |
| 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 | 26% |
| Females | 24% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| 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 | 6% |
| Females | 3% |
| Males | 7% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 11% |
| Students with disability | 0% |
| Students with no reported disability | 6% |
| English learner | 4% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 2% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 29% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 24% |
| Females | 19% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 33% |
| Students with disability | 6% |
| Students with no reported disability | 27% |
| English learner | 9% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 29% |
| Males | 43% |
| African American | 47% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 4% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 30% |
| Males | 32% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 42% |
| Students with disability | 9% |
| Students with no reported disability | 34% |
| English learner | 9% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 56% |
| Males | 37% |
| African American | 41% |
| Asian | n/a |
| 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) | 53% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 59% |
| Students with disability | 18% |
| Students with no reported disability | 48% |
| English learner | 8% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 11% |
| Males | 11% |
| African American | 0% |
| 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) | 16% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 3% |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | n/a |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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 | 45% |
| Females | 43% |
| Males | 47% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 58% |
| Students with disability | 28% |
| Students with no reported disability | 46% |
| English learner | 11% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 44% |
| Males | 53% |
| African American | 38% |
| Asian | n/a |
| 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) | 63% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 60% |
| Students with disability | 16% |
| Students with no reported disability | 51% |
| English learner | 22% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 70% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 67% |
| 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 | 9% |
| Females | 4% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | 11% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 9% |
| 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 | 51% |
| Males | 61% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 14% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 44% |
| Males | 51% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 0% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 52% |
| 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 | 20% |
| Females | 17% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| 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 | 45% |
| Females | 48% |
| Males | 43% |
| African American | 44% |
| Asian | 53% |
| 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) | 56% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 61% |
| Students with disability | 7% |
| Students with no reported disability | 47% |
| English learner | 5% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 40% |
| All Students | 4% |
| Females | 3% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 4% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 44% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 20% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 38% |
| Males | 58% |
| African American | 52% |
| Asian | 40% |
| 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) | 52% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 62% |
| Students with disability | 15% |
| Students with no reported disability | 49% |
| English learner | 6% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 28% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
533 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
531 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 | 80% |
| Females | 87% |
| Males | 73% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Declined to state | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 87% |
| Economic Status Unknown | n/a |
| Students with disability | 30% |
| Tested with modifications | n/a |
| English learner | 46% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 81% |
| Economic Status Unknown | n/a |
| Students with disability | 29% |
| Tested with modifications | n/a |
| English learner | 57% |
| 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
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 70% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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7675 Magnolia Avenue
Riverside,
CA 92504
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