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GreatSchools Rating

Roseville High School

Public | 9-12 | 2076 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

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31 reviews of this school


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Posted August 18, 2013

ROSEVILLE high school is just simply am amazing school. I am a senior and I will be able to graduate on time with my class. The counselor was able to reduce my graduation required credits due to my academics. The school does need a coat of paint but that doesn't really matter, being surrounded by amazing and supportive teachers aand students is what makes rhs great school to attend.


Posted August 9, 2013

I am currently a Sophmore at RHS and my experience there has been good but not great. I take band and it's never appreciated at all. Student government doesn't care for it at all and doesn't even support colorguard/winterguard as well when there both representing RHS as school spirit. We don't get enough help with recruiting either. We are dwindling here on people and we can't recruit when people don't know about colorguard, or when we don't get enough support from the school. Other than that my time here has been nice. The teachers are great, the football games are exciting and the school is definitely not ghetto.


Posted August 8, 2013

Hi, Our school is very old and we need to win this money to have more pride in our school. WE want to have it painted and cleaned. My sister and I are twins and we are incoming Freshmen. We walked the halls to see where our classes are and couldn't believe how much the school needs cleaning and painting. It looks like the lockers, ceilings, doors, and a lot of the exteriors of the older classrooms need paint. They probably have not been painted in 50 years. There is rust and bad words and filth all over them. Dripped food, old smashed stuff, back gum spots everywhere, it is really bad! The school has not even swept the sidewalks or washed any tables or trashcans. They are filthy! The drinking fountains have disgusting stuff in them too. Spider webs and bugs on the lights and walls and tables. We even saw a dead rat in one of the hallways. Dead leaves and twigs from the trees are not picked up and the sidewalks need cement repair because the trees roots have made them uneven and dangerous, anyone could trip on them. We have pictures to back up what we are telling you. Please help! Thank you!
—Submitted by a student


Posted September 30, 2012

Roseville High School has an excellent staff and strong leadership focused on preparing every student for post-secondary education. Their API has jumped from the mid-600's to over 800 over the last five years. In addition, the UC/CSU A-G College-Readiness rate for graduating seniors has increased from 35% to 71% over the last five years. This is similar to the A-G rate at schools like Granite Bay and Rocklin High School. The AP program is also growing. RHS now offers 18 AP classes and the number of students enrolled in AP classes and taking the AP exams has doubled. RHS is a National Demonstration Site for AVID, which targets under represented students and prepares them for college. RHS has a strong co-curricular program, including well known VAPA, FACS, and CTE programs. This includes a state of the art culinary program with an industrial kitchen and an outstanding Geometry in Construction (GIC) program. In GIC, the students built a 700 square foot house while learning Geometry. This year RHS is celebrating it's Centennial Anniversary...The RHS community is full of tradition and Tiger Pride! And, RHS does all of this with the most diverse student body in the district!
—Submitted by a teacher


Posted August 3, 2012

Roseville high school is a great school, don't get me wrong. People think that because the school is 100 years old that it is ghetto, when it is not. Most of the buildings have been completely renovated and it has a good football field. The school has been subject to vandalism on certain occasion, but a lot of schools get vandalized. It is not only subject to RHS. Academics are good and the teachers are good as well, there is a wide mix of student groups. The school has a peer helping program that helps kids accept others and themselves and it's great. The band is hardly appreciated at all. The counselors will try to sway you to take AVID or underwater basketweaving instead of band. Which is wrong, and speaking of counselors, if you need to speak with them...Forget about it. You need to make an appointment and it's a total bureaucracy. Half of the time they are out at lunch and never even see you. Same with the principle. It's a good thing they removed the PAWS program as well. It wasn't working and only put more stress on staff and students. I would recommend attending this school, it really isn't bad. It has little issues that can be easily ignored.
—Submitted by a student


Posted June 30, 2011

Founded in 1912, Roseville High School is the oldest in its district. Located in the Sacramento suburb, Roseville, the high school on the hill has a student population of over 2,000. Roseville High proudly hosts and serves all special education and ELS students from the district making for a comparably diverse student population to its sister schools in the district. Roseville high has many clubs, sports, and other student activities from a German Club to a competitive Waterpolo Team, International Club to Football. Roseville High also boasts several student produced publications including The Eye of The Tiger newspaper, Rose Leaves yearbook, and the annual Roseville Review literary and art magazine. Though formerly in danger of Program Improvement(PI) status Roseville High has seen a recent academic turn around and seeks to maintain a level of satisfactory academic performance for the remainder of its history.


Posted October 18, 2009

Roseville High School was a great high school for me. I graduated a while ago, but I think RHS did a good job preparing me for all that I've been faced with so far in college. I enjoyed the sports, the spirit, and the education all the faculty and students offered. RHS has some of the greatest teachers I've ever had in my life; as a student, I felt supported and encouraged. Extracurriculars were great, too! Now that the construction is over, the campus really looks great. A nice place to study and have fun with your friends!
—Submitted by a student


Posted October 3, 2009

Roseville High School really cares about the students, every step is taken to help each student grow, and learn to be successful in life.
—Submitted by a parent


Posted June 8, 2009

Kids who want to learn and are involved with parent support, will always do better and the extracurricular activities at RHS are awesome! As far as a parent saying it is a pit, where do you think the funds should go when they receive them - beautifying the outside of the school or working on the inside where education really counts. If money were not an issue, they would have all areas improved. Look at the Patti Baker Theater and other new buildings, new parking lot off Berry Street and painting amongst other things. They have done a lot. Your negativity is completely unjustified, because if you were there, involved with the inner workings of the school, you would think differently. Dropping your child off and not being involved doesn't give you a chance to see the inner workings of the school. We are very happy with RHS. Our first child is a graduate, our 2nd is currently attending and we will have a third right behind. We are proud Tigers!
—Submitted by a parent


Posted May 23, 2009

As a past student, I think the principles spend too much time trying to bust kids for drugs than paying attention to their education.
—Submitted by a student


Posted March 10, 2009

No school is perfect! Roseville has it's share of problems but they are not any worse than any other school. Everyone tries their best to keep our school a great place to be. If you have a problem at this school then you obviously have problems where ever you go. Roseville is great!
—Submitted by a student


Posted February 26, 2009

Roseville High school is s pit that very much shows its age. It s dirty (more gum on the sidewalks than side walk). Lockers are kicked in, dirty dingy; the only paint that isn t peeling is the graffiti. If you want your kids to have the feeling they are about to be shanked at any moment, Roseville High School is the place to send them. A large percentage of students can forget about extracurricular activities as the Rosveille school district has to ship kids who live 10 or more miles away to the school in order to get attendance up. Many students pass by other High scools like Woodcreek to go to this pit. How nice for all those families that paid Mello Rues to pay for Wood creek that our now forced to pass by it on their way to a vastly inderior school. Way to go Roseville, always amazing!
—Submitted by a parent


Posted February 1, 2009

I soon will have another child attending Roseville High in the Fall and really excited to be back invoved. I believe everyone has their personal experiences with the school and also unfortunate things happen. The key to a positive experience is to be involved. Your child and you! If you are involve you have a more hands on ability to communicate with the Administration in a positive manner. Most people that have negative experiences, probably have them wherever they go. Step up, get involve and make a difference. The schools are what you make them. It takes many to make a team not just one. Again, Go Tigers!
—Submitted by a parent


Posted January 30, 2009

Worst schools around.When the principle tells you they don't have time there is a problem. When you ask questions they beat around the bush. Roseville schools are about the money and not the kids!
—Submitted by a parent


Posted November 6, 2008

I currently go to Roseville High and there are few complaints I have. The campus is nice, although it's far to large, and you're not givin nearly enough time to get to classes on time. Also, while a lot of the teachers are dedicated to the students, a lot of them just don't seem to care much. It's better then a lot of schools in our district though!
—Submitted by a student


Posted September 7, 2008

roseville high school is a hard school to go to. there is way to much pressure and drama. i hated it.
—Submitted by a student


Posted September 2, 2008

Excellent programs to keep students involved. My daughter particpates in athletic activites and theior dance program, which is excellent. I love the tigerlink program that allows parents to see their kids progress almost real time (updated grades are typically posted within 1-2 days of tests and assignments) so there is very little confusion about progress and why grades are what they are.
—Submitted by a parent


Posted April 14, 2008

Fantastic school because the teachers treat the teens with respect and in return get respect. Very happy w/ this school.
—Submitted by a parent


Posted February 13, 2008

Roseville High School Is better thanany other high school in the Sacramento Area! We pass up the other high schools in this area in sports, academics, spirit, and even in population, by far!I love my school!
—Submitted by a student


Posted December 21, 2007

Roseville High is still a small town traditional school. Orange and Black is everywhere, from clothing to cars. Roseville has an administration that listens and cares. As for teachers, most teachers that have been there for many many years are retiring and new, fresh ideas are coming in. Roseville to me is the real world. Not upity or low scale. I am seeing some great changes in the athletics as well and alot of improvement in facilities. You can never have enough parent involvement. If you are just moving to Roseville area, Roseville High is a down to earth real life spirited school. Go Tigers!
—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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

792

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

2 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

792

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

7 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

2 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

310 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
34%

2011

 
 
29%

2010

 
 
29%
Algebra II

The state average for Algebra II was 65% in 2013.

22 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%

2011

 
 
88%

2010

 
 
100%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

185 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
81%

2011

 
 
74%

2010

 
 
69%
Earth Science

The state average for Earth Science was 38% in 2013.

240 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
61%

2011

 
 
39%

2010

 
 
32%
English Language Arts

The state average for English Language Arts was 62% in 2013.

456 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
65%

2011

 
 
64%

2010

 
 
70%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

32 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
0%

2011

 
 
6%

2010

 
 
6%
Geometry

The state average for Geometry was 45% in 2013.

97 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
61%

2011

 
 
52%

2010

 
 
43%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

81 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
13%

2011

 
 
9%

2010

 
 
17%
Algebra II

The state average for Algebra II was 39% in 2013.

115 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
38%

2011

 
 
55%

2010

 
 
42%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

271 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
30%

2011

 
 
36%

2010

 
 
43%
Chemistry

The state average for Chemistry was 46% in 2013.

144 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
42%

2011

 
 
40%

2010

 
 
49%
Earth Science

The state average for Earth Science was 35% in 2013.

39 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
51%

2011

 
 
66%

2010

 
 
28%
English Language Arts

The state average for English Language Arts was 52% in 2013.

467 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
53%

2011

 
 
57%

2010

 
 
54%
Geometry

The state average for Geometry was 15% in 2013.

238 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
11%

2011

 
 
13%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

36 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
75%

2011

 
 
86%

2010

 
 
84%
Science

The state average for Science was 54% in 2013.

468 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
52%

2011

 
 
56%

2010

 
 
58%
World History

The state average for World History was 46% in 2013.

488 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
62%

2011

 
 
63%

2010

 
 
65%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

36 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
29%

2011

 
 
28%

2010

 
 
16%
Algebra II

The state average for Algebra II was 15% in 2013.

157 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
16%

2011

 
 
16%

2010

 
 
11%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

126 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
50%

2011

 
 
58%

2010

 
 
50%
Chemistry

The state average for Chemistry was 32% in 2013.

129 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
20%

2011

 
 
22%

2010

 
 
39%
Earth Science

The state average for Earth Science was 37% in 2013.

30 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
28%

2011

 
 
49%

2010

 
 
45%
English Language Arts

The state average for English Language Arts was 48% in 2013.

474 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
58%

2011

 
 
56%

2010

 
 
59%
Geometry

The state average for Geometry was 8% in 2013.

98 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
4%

2011

 
 
12%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

161 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
50%

2011

 
 
61%

2010

 
 
54%
Physics

The state average for Physics was 58% in 2013.

86 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
51%

2011

 
 
70%

2010

 
 
53%
U.S. History

The state average for U.S. History was 50% in 2013.

489 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
65%

2011

 
 
66%

2010

 
 
66%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
41%

2010

 
 
42%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students27%
Females28%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged18%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)20%
Parent education - college graduate38%
Parent education - graduate school/post graduate36%
Parent education - declined to state37%

Algebra II

All Students77%
Females73%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students75%
Females71%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged64%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)81%
Parent education - college graduate73%
Parent education - graduate school/post graduate74%
Parent education - declined to state69%

Earth Science

All Students53%
Females49%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged45%
Non-economically disadvantaged59%
Students with disability36%
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)54%
Parent education - college graduate63%
Parent education - graduate school/post graduate56%
Parent education - declined to state62%

English Language Arts

All Students69%
Females71%
Males66%
African American54%
Asian87%
Filipino72%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged53%
Non-economically disadvantaged76%
Students with disability22%
Students with no reported disability71%
English learner7%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate36%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)69%
Parent education - college graduate79%
Parent education - graduate school/post graduate77%
Parent education - declined to state73%

General Mathematics (Grades 6 & 7 Standards)

All Students6%
Females7%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged5%
Non-economically disadvantaged9%
Students with disability8%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students46%
Females45%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged50%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate49%
Parent education - graduate school/post graduate39%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students12%
Females6%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged7%
Non-economically disadvantaged18%
Students with disability17%
Students with no reported disability12%
English learner0%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)22%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students34%
Females32%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged36%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)17%
Parent education - college graduate45%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Biology/Life Sciences

All Students46%
Females47%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged32%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)43%
Parent education - college graduate52%
Parent education - graduate school/post graduate58%
Parent education - declined to staten/a

Chemistry

All Students43%
Females33%
Males55%
African Americann/a
Asian42%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged23%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)35%
Parent education - college graduate59%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Earth Science

All Students38%
Females25%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged15%
Non-economically disadvantaged63%
Students with disability46%
Students with no reported disability35%
English learner7%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students54%
Females61%
Males48%
African American53%
Asian55%
Filipino58%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged40%
Non-economically disadvantaged60%
Students with disability17%
Students with no reported disability56%
English learner5%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate23%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)47%
Parent education - college graduate68%
Parent education - graduate school/post graduate60%
Parent education - declined to state64%

Geometry

All Students10%
Females10%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)11%
Economically disadvantaged5%
Non-economically disadvantaged11%
Students with disability7%
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate3%
Parent education - some college (includes AA degree)6%
Parent education - college graduate12%
Parent education - graduate school/post graduate20%
Parent education - declined to staten/a

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

All Students77%
Females80%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate87%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students62%
Females64%
Males60%
African American50%
Asian60%
Filipino68%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged45%
Non-economically disadvantaged68%
Students with disability8%
Students with no reported disability65%
English learner10%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate31%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)62%
Parent education - college graduate73%
Parent education - graduate school/post graduate66%
Parent education - declined to state64%

World History

All Students61%
Females58%
Males65%
African American63%
Asian55%
Filipino63%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged43%
Non-economically disadvantaged69%
Students with disability29%
Students with no reported disability65%
English learner9%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate32%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)61%
Parent education - college graduate67%
Parent education - graduate school/post graduate75%
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students8%
Females0%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged13%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability8%
English learner8%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students6%
Females5%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged5%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)8%
Parent education - college graduate4%
Parent education - graduate school/post graduate9%
Parent education - declined to staten/a

Biology/Life Sciences

All Students50%
Females55%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged19%
Non-economically disadvantaged62%
Students with disability0%
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)42%
Parent education - college graduate62%
Parent education - graduate school/post graduate61%
Parent education - declined to staten/a

Chemistry

All Students14%
Females6%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged10%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)15%
Parent education - college graduate19%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

Earth Science

All Students30%
Females38%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learner8%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students53%
Females58%
Males45%
African American43%
Asian65%
Filipino50%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged38%
Non-economically disadvantaged59%
Students with disability13%
Students with no reported disability54%
English learner9%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)51%
Parent education - college graduate58%
Parent education - graduate school/post graduate72%
Parent education - declined to state34%

Geometry

All Students6%
Females8%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged6%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)0%
Parent education - college graduate5%
Parent education - graduate school/post graduate17%
Parent education - declined to state8%

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

All Students44%
Females36%
Males54%
African Americann/a
Asian58%
Filipino40%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged29%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)34%
Parent education - college graduate51%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

Physics

All Students55%
Females46%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged48%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate63%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a

U.S. History

All Students56%
Females55%
Males57%
African American50%
Asian58%
Filipino58%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged43%
Non-economically disadvantaged63%
Students with disability22%
Students with no reported disability59%
English learner15%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)53%
Parent education - college graduate61%
Parent education - graduate school/post graduate68%
Parent education - declined to state55%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

492 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%

2011

 
 
89%

2010

 
 
84%
Math

The state average for Math was 84% in 2013.

493 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
87%

2011

 
 
90%

2010

 
 
88%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students88%
Females91%
Males86%
Gender Unknownn/a
African American82%
Asian90%
Filipino89%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to state86%
Economically disadvantaged75%
Non-economically disadvantaged94%
Economic Status Unknown91%
Students with disability51%
Tested with modificationsn/a
English learner42%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students91%
Females92%
Males91%
Gender Unknownn/a
African American82%
Asian95%
Filipino89%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to state95%
Economically disadvantaged81%
Non-economically disadvantaged96%
Economic Status Unknown91%
Students with disability62%
Tested with modificationsn/a
English learner74%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 58% 27%
Hispanic 25% 51%
Asian 9% 11%
Black 4% 7%
Two or more races 4% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 31%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Brad Basham
Fax number
  • (916) 786-3846

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1 Tiger Way
Roseville, CA 95678
Website: Click here
Phone: (916) 782-3753

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