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Teacher quality
Principal leadership
Parent involvement
Great school academically, but if you cannot afford to line the coaches pockets, your child either does not play or gets cut.
—Submitted by a parent
The principal and counselors are outstanding. They truly care about the students and in helping them to succeed in future endeavors. Always available when students ask for help on issues they may have at school. Teachers are fantastic, however one Spanish teacher is lacking in sensitivity training and does not inspire her students in any productive way. All in all, a great school, just avoid Spanish!
—Submitted by a parent
Peninsula offers a wide range of curricular directions for all students. It addresses the needs of Limited English Speakers. It also address the needs of disabled and challenged students. The number of National Merit Scholars is extremely impressive. The leadership of the school is guided by ethics and principles. Integrity at this school has meaning from the top down. Test score have meaning as do teachers grades and evaluations. Pen High has been the flagship of academics for the district. This has been the case for decades. The matriculation of Pen High s students is beyond impressive. It is equal to or exceeds even the best of elite private prep schools. The Palos Verdes community is very supportive of its schools. Peninsula High is a great exemplar of the community getting what it is paying for despite the devastating budget cut imposed by the State. This school works well.
The negative reviews are so true as stated below. Some of the teachers are aweful and they work as a governement staff which is "don't care, don't help, and just leave as soon as the bell rings." Discrimination happens in the school even though it's difficult to prove it. Coaches insult my sons in front of everyone because my sons cannot participate the summer training during the summer holiday. My sons had to take summer classes, community service plus SAT prep courses and tha'ts why they could not join the training. A teacher rejected to let my sons check their grades and often lost the students' assignments. In addition, she could set 25% of a grade as participation points and this is just not fair when some students can't speak English or some students are just quiet. At the end of the day if she likes you, she gives you higher grade, if not, be prepared to get a low grade from her. I always send my children to the best school but this is really not one of the best I have come across.
—Submitted by a parent
PVPHS is an excellent school. It has high academic standards, however it also have a wide variety of classes if your student is not a superstar. Teachers and administrators are caring and respond quickly to emails or phone calls. I have two children with completely different personalities and academic strengths and both flourished at Pen High. It is much more culturally diverse than the other high school. Highly recommend.
—Submitted by a parent
I give this low rating because my son attended this school for almost a year before my husband's job relocated us. He took almost all honors classes and received straight A's. Acedemically, the school boasts. The school's honor students do so well because a huge majority of the students that take the honors and AP classes have their parents pay for daily tutoring. My son found that most of the honors teachers rearely lectured but assigned a ton of homework. It is an extremely unbalanced school. This school reminds me of a caste system (two groups). The first group is the honors students who attend daily tutoring sessions after school, and the second group is the non honors students who are very low acheivers and the bar is set very low for non honor or AP classes. There are a bunch of students who come from outside the area beccause their parent's employers are located in the city and these children are on average the low acheivers taking the regular courses. My son said that the regular classes are a joke. Most of the students taking the regular classes do not care about school and very rearly do their homework.
—Submitted by a parent
This school is a very wonderful school. I am so proud that my son can have chance to learn in this school. This school's education is not only focusing on test scores but also focusing on training students' ability. I hope this website "GreateSchool" can give 10 rating to this school.
—Submitted by a parent
My child used to attend this school until very recently. At the beginning, I had nothing but the best things to say about this school and the entire school district. After all, I even moved here just for the school district. But even in our "perfect" neighborhood of "haves", there are non-students who come on campus. When I told them, nothing was done and they didn't bother to ask follow up questions. I have witnessed first hand the polar opposite punishment given to students based upon color/ethnic background. Same for athletes (I won't mention a particular sport.). The school gives preferential treatment to the "Eddie Haskels" of the bunch. I am completely disillusioned.
—Submitted by a parent
I'm currently attending PHS. You know when people exaggerate critiques for schools, but this school really deserves the standing it has today. It's an amazing school, and the academics are wonderful. Compared to others around the country it is almost a priviledge to attend here.
—Submitted by a student
It's a great school with excellent teachers and amazing students!
—Submitted by a student
Peninsula has some of the best teachers ever! Go Panthers!
—Submitted by a parent
There is a wide range of electives, from cooking to glass blowing to digital animation. It also has one of the highest API scores in the nation. In short, panthers rule (or pwn, depending on who you are).
—Submitted by a parent
I graduated from PVPHS in 2008, and let me start of by telling you unbiasedly that it is academically superior to PVHS, and now that I am in college this is readily apparent to me. My PVHS friends, with the exceptions of the ones who really pushed themselves, struggle with workloads and standards that myself and other PVPHS students are already accustomed to. PVPHS, especially the honors departments, expect excellence, which is reasonable when you consider that the teachers demonstrate academic excellence. Many PVPHS teachers have taught for upwards of 10 and 20 years, and many of them worked in other districts before their excellence was recognized and they were invited to teach at PVPHS. PVPHS is excellence incarnate.
—Submitted by a student
I really enjoy attending Pen High. There are a lot of classes that it offers that I could not get any where else. The campus is very nice, too.
—Submitted by a student
This school is located in one of the wealthiest communities in the country, and the financial support from boosters in all areas is unparalleled. The academics at this school are certainly high-ranking, but do not enroll your child if s/he has any learning issues whatsoever.
—Submitted by a teacher
Palos Verdes Peninsula High School has a top notch academic program. It made my transition to college seamless. The extra-curricular activities far exceed any that are offered at other high schools.
—Submitted by a former student
Peninsula HS offers the best of the best! Academically our kids are challenged and then challenged some more. The staff really cares about the kids and it shows. The counseling staff is over the top and is always happy to share their knowledge and expertise with the students. This is a low wealth school with tons of National Awards, high test scores, etc. It is a shining example of what a high school should look like---- our kids are very fortunate indeed.
—Submitted by a parent
Academic programs here are top-notch. Teachers are experienced and knowledgeable, and are great about communicating with parents about their child's progress. There are many extracurricular activities for students to choose from. One of the best programs available is AVID, which is designed to help students who have the potential but may need to learn study skills to succeed. My daughter learned to be organized, take notes, etc., and it is helping her tremendously now in college.
—Submitted by a parent
Great school. I love all of the new teachers. I have a senior and a freshman and so experience it on both ends. Teachers are well trained and really care about the students.
—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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
640 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
647 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.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
481 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.
267 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 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
430 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
443 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
611 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
101 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.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
611 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
482 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.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
220 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
555 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
424 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
559 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 | 19% |
| Females | 20% |
| Males | 17% |
| African American | n/a |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 21% |
| Students with disability | 3% |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| 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) | 22% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 10% |
| Parent education - declined to state | 17% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| 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 | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 78% |
| Males | 77% |
| African American | 67% |
| Asian | 85% |
| Filipino | 80% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 80% |
| Students with disability | 20% |
| Students with no reported disability | 83% |
| English learner | 33% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 74% |
| 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 |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 | 86% |
| Females | 89% |
| Males | 85% |
| African American | 81% |
| Asian | 89% |
| Filipino | 94% |
| Hispanic or Latino | 70% |
| 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) | 87% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 88% |
| Students with disability | 50% |
| Students with no reported disability | 89% |
| English learner | 38% |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 87% |
| All Students | 17% |
| 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 | 18% |
| 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 | 81% |
| Females | 79% |
| Males | 83% |
| African American | n/a |
| Asian | 88% |
| Filipino | 91% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | 54% |
| Students with no reported disability | 82% |
| English learner | 84% |
| 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) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 84% |
| 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 | 96% |
| Females | 94% |
| Males | 99% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| 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 | 98% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 100% |
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 | 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 |
| 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 | 74% |
| Females | 76% |
| Males | 73% |
| African American | 37% |
| Asian | 84% |
| Filipino | 78% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 67% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 75% |
| All Students | 64% |
| Females | 63% |
| Males | 65% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 33% |
| Fluent-English proficient and English only | 74% |
| 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) | 33% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 73% |
| All Students | 82% |
| Females | 80% |
| Males | 84% |
| African American | 42% |
| Asian | 89% |
| Filipino | 89% |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | 41% |
| Fluent-English proficient and English only | 84% |
| 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) | 72% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 82% |
| All Students | 24% |
| 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 | 29% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| 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 | 83% |
| Females | 85% |
| Males | 82% |
| African American | 76% |
| Asian | 88% |
| Filipino | 86% |
| Hispanic or Latino | 71% |
| 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 | 33% |
| Non-economically disadvantaged | 86% |
| Students with disability | 40% |
| Students with no reported disability | 87% |
| English learner | 31% |
| 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 | 47% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 79% |
| All Students | 17% |
| Females | 10% |
| Males | 21% |
| African American | n/a |
| Asian | 32% |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 18% |
| Students with disability | 13% |
| Students with no reported disability | 18% |
| English learner | 15% |
| Fluent-English proficient and English only | 17% |
| 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) | 21% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 24% |
| Parent education - declined to state | 14% |
| All Students | 95% |
| Females | 100% |
| Males | 92% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 81% |
| Males | 87% |
| African American | 72% |
| Asian | 86% |
| Filipino | 91% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 86% |
| Students with disability | 50% |
| Students with no reported disability | 87% |
| English learner | 38% |
| 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 | 60% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 78% |
| All Students | 71% |
| Females | 66% |
| Males | 76% |
| African American | 55% |
| Asian | 75% |
| Filipino | 76% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 73% |
| Students with disability | 45% |
| Students with no reported disability | 74% |
| English learner | 21% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 65% |
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 | 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 - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 21% |
| Males | 5% |
| African American | n/a |
| Asian | 35% |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 36% |
| Fluent-English proficient and English only | 11% |
| 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) | 10% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 83% |
| African American | n/a |
| Asian | 88% |
| Filipino | 77% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 9% |
| Fluent-English proficient and English only | 90% |
| 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 | 83% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 100% |
| All Students | 54% |
| Females | 51% |
| Males | 58% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| 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) | 46% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 50% |
| All Students | 16% |
| 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 | 17% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| 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 | 78% |
| Females | 83% |
| Males | 74% |
| African American | 63% |
| Asian | 79% |
| Filipino | 77% |
| Hispanic or Latino | 67% |
| 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 | 42% |
| Non-economically disadvantaged | 79% |
| Students with disability | 43% |
| Students with no reported disability | 80% |
| English learner | 16% |
| 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 | 56% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 89% |
| 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 | 76% |
| Males | 81% |
| African American | 73% |
| Asian | 84% |
| Filipino | 82% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 79% |
| Students with disability | 67% |
| Students with no reported disability | 79% |
| English learner | 82% |
| Fluent-English proficient and English only | 79% |
| 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) | 53% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 77% |
| All Students | 88% |
| Females | 95% |
| Males | 85% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 86% |
| 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) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 91% |
| All Students | 78% |
| Females | 78% |
| Males | 80% |
| African American | 75% |
| Asian | 75% |
| Filipino | 77% |
| Hispanic or Latino | 67% |
| 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 | 38% |
| Non-economically disadvantaged | 80% |
| Students with disability | 41% |
| Students with no reported disability | 81% |
| English learner | 9% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 87% |
| 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.
618 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
613 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 | 96% |
| Females | 96% |
| Males | 95% |
| African American | 96% |
| Asian | 95% |
| Filipino | 95% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 95% |
| Students with disability | 67% |
| Tested with modifications | n/a |
| English learner | 67% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 98% |
| Females | 98% |
| Males | 99% |
| African American | 92% |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 99% |
| Declined to state | 100% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 96% |
| Students with disability | 89% |
| Tested with modifications | n/a |
| English learner | 95% |
| 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
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 | 44% | 28% | ||
| Asian | 41% | 8% | ||
| Hispanic or Latino | 7% | 49% | ||
| African American | 3% | 7% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 2% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Japanese | 33% | 0% | ||
| Korean | 28% | 1% | ||
| Spanish | 13% | 85% | ||
| Mandarin (Putonghua) | 12% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Cantonese | 2% | 2% | ||
| Thai | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Taiwanese | 1% | 0% | ||
| Portuguese | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| 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 | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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27118 Silver Spur Road
Rolling Hills Estates,
CA 90274
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Phone: (310) 377-4888
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