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Teacher quality
Principal leadership
Parent involvement
I've taught at this school for almost twenty years and all of my kids have graduated from Rocklin High School. They loved their teachers, were involved in some wonderful after school activities and are very successful. It saddens me to think that anyone would feel prejudiced against for any reason. I know that this issue exists in every school and we may not be exempt from it but Rocklin High School is an excellent school. From the top down the administration, the teachers and the students are proud to be here!
—Submitted by a teacher
Two words about this school "NO TEXTBOOKS". That's right. They don't have textbooks. Oh wait, they have textbooks, but they don't use them, because the don't follow the curriculum. They got computers. They got a football team, but they ain't got no textbooks. Sheesh
—Submitted by a parent
I really liked my first year so far at RHS, but I do see a few problems with it. For one, I am white and am pretty well off, unlike a few people I know. Now I love all sorts of people, I couldn't care less if they were from South Korea or South Africa, you're still going to be my friend, but this is not how some people view it. A lot of people get made fun of due to their race or ethnicity, which is bad of course. Now, there are some foreign friends of mine who don't encounter this, but it's still there and something to consider. Now academic wise? I feel that some of the teachers really just don't care, but there are others that you KNOW really want to be there. The atmosphere in class was just a whole different ballgame when the teacher wanted to be there and wanted kids to succeed. It is those people who make me want to give this school bad marks... if everyone was personable, then this school would get a 4/5. Overall, I rate this school a 3/5.
—Submitted by a student
Prospective parents should be aware that school here starts at 7:45 and gets out at 2:40. 7:45 a.m.!!! This is so that students will have more time for after-school activities. So if your student is not involved with "after-school activities", well, they have to get up extra early anyway.
I went to this school for one term and left to Del Oro, where the scars I faced here were healed thankfully. I am Caucasian, but merely because I wore hand-me-down clothes I was not accepted here. The teachers even degraded me with snide remarks and disapproving looks. I might have cried just about every day I went there. I made two friends the entire time, and I don't think more than 5 or 6 people talked to me in the entire school. I even found this attitude towards me in the choir and drama classes I took. I am not a socially inept person, either! I made friends on the first day at my new school. Even the wealthy/"popular" kids there were decent. This school made me feel as if I were nothing. The students were immature, the teachers too, and hostility is all around. If you want to benefit your children, don't send them here. Sorry Rocklin.
I am a senior and have been here all of high school. There's plenty of fun stuff to get involved in and the staff really does care (at least most of them!). I tend to agree with some of the negative reviews concerning putting sports over academics financially. But as a student athlete the teachers and coaches have a strong hold on grades and have grade checks to make sure students stay on top of thier work to be eligible. RHS offers TONS of college help starting right away and offer an amazing amount of honors and AP classes to help college bound kids get ahead. Socially, I do recognize some discrimination due to the fact that Rocklin is a very white middle-class town and therefore it might be hard for minorities to blend in right away- but as a student i see that most kids are very accepting and willing to make friends, and like at any school we mature with age and get along for the most part. All in all, I am excited to be graduating from here and am glad I could attend such a fun and helpful school!
—Submitted by a student
RHS has everything! I love all the programs they offer, and they have a great sports program. I wouldn't want to be anywhere else but here.
—Submitted by a student
I agree that this school was a terrible and racist institution. I attended RHS for one year, and I am never going near the city ever again. I am hispanic and I don't dress like any of the students that go there, and during a college program they had, some parent called me a "beaner" and someone told me to stick to picking vegetables in a field. that made me feel out of place. I have noticed that most of the minorities are outcasts of this school and don't have a place in the school. My african-american friend that went here left this school because a teacher made a joke saying that he was a slave... Get your children out of this racist place!! i would give it less than one star
I was actually a student at RHS, and it was a great school academically and athletically. But socially, it was pure hell. I actually came up from a low-income family, and I was an ethnic minority at this school, and I had to face racism every single day (from teachers to various students). So all in all, if you're not White, rich, athletic and/or smart, go find another school. Otherwise, this school is for you. Please don't think that I am racist, I love all people, but this school just gave me four years of hell and pain which I had to overcome by myself.
—Submitted by a student
Hey. I was a student here. I thought this school was okay. I've gone to private school my whole life and went here freshman year. The academics were good but socially, I hated it. I barely had any friends because everyone already had their cliques since middle school. I only had a few friends and I was miserable. So now I'm switching schools.
—Submitted by a student
i love rocklin high! everyone is so enthusiastic and willing to help and support one another. of course we have the handful of 'bad kids', but who doesnt? everyone mostly gets along and we have rallys and mini rallies often to support our sports teams. in fact, our basketball team won sections and norcal finals, so they are playing for the state championship friday :). Go Thunder. plus, youll save thousands on college by taking AP classes and only paying for the $80 test, rather than paying $1200 for the class in college. i know people who entered college as a sophmore because of rocklin's great boost! rocklin is a great school in a great area!
—Submitted by a student
If you are an athlete, AP student or leadership kid this is the school for you. Elitism seeps from this schools pores.
—Submitted by a parent
RHS caters to the more affluent students. I happened to be a low-income student when I attended and I felt ostracized from school activities because of the costs to participate. My outside life was good, but trying to foster school spirit was one-sided. I was lucky enough to understand that the real world doesn't revolve around an institution like RHS. There are a select few quality teachers who's professionalism and general connection with students I respected, but the rest all seem to have an 'easy in, easy out' college degree that don't require extensive amounts of effort to achieve. I did not feel I was challenged academically until I started college.
My daughter will start her Senior year at RHS this year. We moved from Bay Area, where she studies first year high school in private school. We are delighted we made the move. The school is open minded, does impose suburban mentalitiesThe brains can breath fresh air and capture great ideas and dreams, which are encouraged
—Submitted by a parent
Rocklin High School is an amazing place. It truly prepares it's students for life. It is backed by a great staff and very kind people. Rocklin excels in everything; education, sports, extracurricular activities, AP courses. There is nothing this school doesn't offer. The one thing it lacks is funding for it's performing arts. No matter what school you choose you will always find people that complain and gripe, but it's because they don't understand the opportunity that surrounds them. Rocklin High School is one of the best schools in the state and is a place where your child can thrive.
—Submitted by a parent
I am a senior at Rocklin high and i wouldn't want to go anywhere else. Everything about the school is amazing. I love the staff. When I am at school i feel like a part of a family. The extra curricular activities are great. The sports teams win a lot which helps with the feel good factor on campus. I absolutley love RHS!
—Submitted by a student
I'm a freshman at rocklin high and I love it already. There are so many different courses to choose from and tons of challenging classes such as advanced courses and AP college credit classes. The teachers are amazing and the staff members really care about us. The do everything they can to make us feel like they appreciate us doing a good job. The sports programs are truly amazing. We are top competitors in almost every sport. I really enjoy the staff encouraging us to come to games and be involved in our school. We have awesome school spirit and tons of community involvement. Rocklin High also offers many clubs that students can join from California Scholarship Federation to the marine biology club. I highly recommend rocklin high school and I look forward to an amazing 3 more years of a great education.
—Submitted by emily, a student
Wow Rocklin High is an Amazing School. It is a California Distinguished School, the Yearbook is top 10 in the Nation, the Basketball team is Top 10 in the Nation as well. Many AP courses are offered and there are so many choices in electives. It is hard for me to believe that people are writing reviews about not liking the school because it has helped so many people. The teachers really help if you need help and the students are so friendly. This school is amazing and it has changed my life so far.
—Submitted by Jenny, a student
I attended RHS my first two years of High School. The students and staff are not accepting of alternative lifestyles and tend to play favorites in class. Though, I did have a few acceptable teachers, I can honestly say that I did not enjoy attending Rocklin high school.
—Submitted by a former student
I have had two children graduate from Rocklin High and one just started 9th grade. My children have ranged from almost straight A student to special needs student. I am very impressed with the involvement of the teachers in assuring the students at Rocklin High acheive sucess no matter what their final goal is after high school. I believe Rocklin High has great extracurricular activities for students that are in sports, dance or theatre etc...
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
402 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
462 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.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
211 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
198 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
301 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
457 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
157 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
446 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
462 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.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
216 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
418 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
49 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.
232 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
431 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 | 41% |
| Females | 42% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 44% |
| Students with disability | 27% |
| Students with no reported disability | 43% |
| English learner | 55% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 42% |
| All Students | 95% |
| Females | 87% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 87% |
| Males | 91% |
| African American | n/a |
| Asian | 92% |
| Filipino | 100% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 87% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 84% |
| All Students | 32% |
| Females | 36% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| 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) | 33% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 25% |
| Students with disability | 25% |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| 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) | 36% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 89% |
| Males | 82% |
| African American | n/a |
| Asian | 75% |
| Filipino | 100% |
| Hispanic or Latino | 73% |
| 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) | 88% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 88% |
| Students with disability | 35% |
| Students with no reported disability | 88% |
| English learner | 29% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 81% |
| All Students | 6% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 8% |
| Students with disability | 6% |
| Students with no reported disability | n/a |
| 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 | 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 | 68% |
| Females | 68% |
| Males | 67% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 55% |
| 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 | 36% |
| Females | 19% |
| Males | 46% |
| 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 |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| 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) | 28% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 66% |
| Males | 75% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 69% |
| Students with disability | 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 | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 76% |
| All Students | 53% |
| Females | 38% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| 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 | 37% |
| Non-economically disadvantaged | 60% |
| Students with disability | 22% |
| Students with no reported disability | 61% |
| English learner | 0% |
| Fluent-English proficient and English only | 64% |
| 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) | 50% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 79% |
| Males | 81% |
| African American | n/a |
| Asian | 85% |
| Filipino | 82% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 83% |
| 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 |
| 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 | 79% |
| Females | 86% |
| Males | 70% |
| African American | n/a |
| Asian | 71% |
| Filipino | 93% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 82% |
| Students with disability | 25% |
| Students with no reported disability | 81% |
| English learner | 10% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 72% |
| All Students | 24% |
| Females | 25% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 25% |
| 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) | 23% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 9% |
| All Students | 86% |
| Females | 87% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 77% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 86% |
| Males | 84% |
| African American | n/a |
| Asian | 81% |
| Filipino | 93% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 89% |
| Students with disability | 42% |
| Students with no reported disability | 87% |
| English learner | 15% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 83% |
| All Students | 76% |
| Females | 74% |
| Males | 77% |
| African American | n/a |
| Asian | 77% |
| Filipino | 93% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 79% |
| Students with disability | 23% |
| Students with no reported disability | 78% |
| English learner | 10% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 72% |
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 | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 24% |
| Females | 22% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| 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) | 12% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 91% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 90% |
| Students with disability | 73% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 77% |
| All Students | 81% |
| Females | 74% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 64% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | 36% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| 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 | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 83% |
| Males | 77% |
| African American | n/a |
| Asian | 84% |
| Filipino | 69% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 82% |
| Students with disability | 40% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 63% |
| All Students | 24% |
| Females | 22% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| 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) | 15% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 58% |
| Males | 69% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 64% |
| All Students | 87% |
| Females | 88% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 84% |
| African American | n/a |
| Asian | 75% |
| Filipino | 77% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 84% |
| Students with disability | 31% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 85% |
| 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.
471 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
457 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 | 95% |
| Females | 96% |
| Males | 94% |
| African American | n/a |
| Asian | 82% |
| Filipino | 87% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 100% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 96% |
| Students with disability | 52% |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 97% |
| Females | 96% |
| Males | 97% |
| African American | n/a |
| Asian | 95% |
| Filipino | 93% |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | 100% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 100% |
| Students with disability | 70% |
| Tested with modifications | 0% |
| English learner | 70% |
| 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
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - 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 | ||
|---|---|---|---|---|
| White | 72% | 27% | ||
| Hispanic | 14% | 51% | ||
| Asian | 8% | 11% | ||
| Two or more races | 5% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Black | 1% | 7% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 12% | N/A | 54% |
| English language learners 2 | 3% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 32% | 85% | ||
| Russian | 16% | 0% | ||
| Arabic | 8% | 1% | ||
| Vietnamese | 8% | 2% | ||
| All other non-English languages | 4% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Khmer (Cambodian) | 4% | 0% | ||
| Korean | 4% | 1% | ||
| Portuguese | 4% | 0% | ||
| Punjabi | 4% | 1% | ||
| Thai | 4% | 0% | ||
| Ukrainian | 4% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |


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5301 Victory Lane
Rocklin,
CA 95765
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Phone: (916) 632-1600
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