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GreatSchools Rating

Roseville High School

Public | 9-12 | 2076 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating
2010:
No new ratings

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28 reviews of this school


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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


Posted September 18, 2007

Roseville is a great public school. great counselors and staff. the school is crowded and has some discipline problems but thats about it.
—Submitted by a student


Posted September 15, 2007

This is the best High School Ever! There is such a great school spirit and the teachers are amazing!
—Submitted by a student


Posted August 14, 2007

My daughter has gone to RHS for the last 3 years and will graduate in 2008. She has had an amazing experience and has done extremely well. She is a 4.0 student with college plans to attend a private university. Her academic career at RHS has been challenging and her involvement in Drama has been a life teaching experience. We love RHS despite our disappointment when we learned we weren't in the Woodcreek school zone! We think it was the perfect school for our daughter after all.
—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 2012.

This school's
API score

797

Change from
2011 to 2012

-5

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

797

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-5

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

8 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

311 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
29%

2010

 
 
29%

2009

 
 
37%
Algebra II

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

19 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
88%

2010

 
 
100%

2009

 
 
n/a
Biology/Life Sciences

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

141 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
74%

2010

 
 
69%

2009

 
 
59%
Earth Science

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

298 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
39%

2010

 
 
32%

2009

 
 
31%
English Language Arts

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

451 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
64%

2010

 
 
70%

2009

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

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

15 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
6%

2010

 
 
6%

2009

 
 
3%
Geometry

The state average for Geometry was 48% in 2012.

119 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
52%

2010

 
 
43%

2009

 
 
50%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

109 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
9%

2010

 
 
17%

2009

 
 
20%
Algebra II

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

108 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
55%

2010

 
 
42%

2009

 
 
42%
Biology/Life Sciences

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

159 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
36%

2010

 
 
43%

2009

 
 
44%
Chemistry

The state average for Chemistry was 51% in 2012.

215 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
40%

2010

 
 
49%

2009

 
 
41%
Earth Science

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

67 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
66%

2010

 
 
28%

2009

 
 
25%
English Language Arts

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

483 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
57%

2010

 
 
54%

2009

 
 
56%
Geometry

The state average for Geometry was 17% in 2012.

221 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
13%

2010

 
 
8%

2009

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

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

40 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
86%

2010

 
 
84%

2009

 
 
83%
Science

The state average for Science was 53% in 2012.

472 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
56%

2010

 
 
58%

2009

 
 
56%
World History

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

506 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
63%

2010

 
 
65%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

35 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
28%

2010

 
 
16%

2009

 
 
12%
Algebra II

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

175 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
16%

2010

 
 
11%

2009

 
 
15%
Biology/Life Sciences

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

101 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
58%

2010

 
 
50%

2009

 
 
52%
Chemistry

The state average for Chemistry was 34% in 2012.

109 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
22%

2010

 
 
39%

2009

 
 
26%
Earth Science

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

25 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
49%

2010

 
 
45%

2009

 
 
30%
English Language Arts

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

451 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
56%

2010

 
 
59%

2009

 
 
56%
Geometry

The state average for Geometry was 9% in 2012.

70 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
12%

2010

 
 
15%

2009

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

165 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
61%

2010

 
 
54%

2009

 
 
50%
Physics

The state average for Physics was 56% in 2012.

104 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
70%

2010

 
 
53%

2009

 
 
54%
U.S. History

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

466 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
66%

2010

 
 
66%

2009

 
 
64%
World History

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

2012

 
 
n/a

2011

 
 
41%

2010

 
 
42%

2009

 
 
48%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students34%
Females38%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged28%
Non-economically disadvantaged36%
Students with disability25%
Students with no reported disability34%
English learner25%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)24%
Parent education - college graduate43%
Parent education - graduate school/post graduate47%
Parent education - declined to state31%

Algebra II

All Students79%
Females73%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
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 graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students81%
Females79%
Males85%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged64%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)77%
Parent education - college graduate86%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Earth Science

All Students61%
Females60%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged47%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability63%
English learner33%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)64%
Parent education - college graduate65%
Parent education - graduate school/post graduate68%
Parent education - declined to state55%

English Language Arts

All Students65%
Females75%
Males56%
African American69%
Asian65%
Filipino83%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged46%
Non-economically disadvantaged72%
Students with disability23%
Students with no reported disability66%
English learner26%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate30%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)62%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to state67%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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 only0%
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 Students61%
Females62%
Males61%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged55%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)48%
Parent education - college graduate68%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students13%
Females8%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged15%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability14%
English learner0%
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 graduate5%
Parent education - some college (includes AA degree)17%
Parent education - college graduate0%
Parent education - graduate school/post graduate15%
Parent education - declined to state25%

Algebra II

All Students38%
Females37%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)40%
Economically disadvantaged33%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only39%
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)38%
Parent education - college graduate43%
Parent education - graduate school/post graduate39%
Parent education - declined to staten/a

Biology/Life Sciences

All Students30%
Females24%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged32%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)28%
Parent education - college graduate40%
Parent education - graduate school/post graduate20%
Parent education - declined to state29%

Chemistry

All Students42%
Females35%
Males51%
African Americann/a
Asian62%
Filipino47%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged37%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)35%
Parent education - college graduate49%
Parent education - graduate school/post graduate41%
Parent education - declined to staten/a

Earth Science

All Students51%
Females38%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
White (not Hispanic)55%
Economically disadvantaged46%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)48%
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students53%
Females58%
Males45%
African American26%
Asian59%
Filipino65%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged33%
Non-economically disadvantaged60%
Students with disability14%
Students with no reported disability53%
English learner8%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)48%
Parent education - college graduate66%
Parent education - graduate school/post graduate63%
Parent education - declined to state37%

Geometry

All Students11%
Females10%
Males11%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged4%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability11%
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 graduate13%
Parent education - some college (includes AA degree)10%
Parent education - college graduate13%
Parent education - graduate school/post graduate11%
Parent education - declined to state6%

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

All Students75%
Females67%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged75%
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
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 graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students52%
Females51%
Males53%
African American39%
Asian68%
Filipino62%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged36%
Non-economically disadvantaged58%
Students with disability17%
Students with no reported disability53%
English learner11%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)43%
Parent education - college graduate65%
Parent education - graduate school/post graduate61%
Parent education - declined to state45%

World History

All Students62%
Females60%
Males65%
African American53%
Asian70%
Filipino62%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged49%
Non-economically disadvantaged69%
Students with disability18%
Students with no reported disability66%
English learner17%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)63%
Parent education - college graduate70%
Parent education - graduate school/post graduate68%
Parent education - declined to state51%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students29%
Females50%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)27%
Economically disadvantaged25%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only25%
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 Students16%
Females13%
Males19%
African Americann/a
Asian17%
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged9%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)16%
Parent education - college graduate15%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Biology/Life Sciences

All Students50%
Females53%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged48%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)43%
Parent education - college graduate62%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Chemistry

All Students20%
Females14%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged19%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)19%
Parent education - college graduate11%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Earth Science

All Students28%
Females25%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)40%
Economically disadvantaged23%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only33%
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 Students58%
Females64%
Males52%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged44%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability59%
English learner4%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate25%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)58%
Parent education - college graduate72%
Parent education - graduate school/post graduate74%
Parent education - declined to state21%

Geometry

All Students4%
Females0%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
White (not Hispanic)6%
Economically disadvantaged3%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only5%
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)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students50%
Females40%
Males63%
African Americann/a
Asian53%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged42%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)59%
Parent education - college graduate58%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

Physics

All Students51%
Females40%
Males58%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
White (not Hispanic)58%
Economically disadvantaged42%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate65%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

U.S. History

All Students65%
Females62%
Males69%
African Americann/a
Asian60%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged56%
Non-economically disadvantaged69%
Students with disability37%
Students with no reported disability66%
English learner12%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate24%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)65%
Parent education - college graduate69%
Parent education - graduate school/post graduate76%
Parent education - declined to state37%

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

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

516 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
89%

2010

 
 
84%

2009

 
 
86%
Math

The state average for Math was 84% in 2012.

518 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
90%

2010

 
 
88%

2009

 
 
87%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students87%
Females91%
Males83%
African American89%
Asian83%
Filipino92%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to state86%
Economically disadvantaged77%
Non-economically disadvantaged92%
Economic Status Unknown90%
Students with disability46%
Tested with modificationsn/a
English learner25%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students87%
Females87%
Males87%
African American84%
Asian88%
Filipino96%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to state95%
Economically disadvantaged79%
Non-economically disadvantaged91%
Economic Status Unknown80%
Students with disability58%
Tested with modificationsn/a
English learner64%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 63% 28%
Hispanic or Latino 17% 49%
Multiple or No Response 7% 3%
Asian 6% 8%
African American 3% 7%
Filipino 3% 3%
American Indian or Alaska Native 1% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 18%N/A24%
Students eligible for free or reduced-price lunch program 225%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 64% 85%
Ukrainian 6% 0%
Punjabi 5% 1%
Russian 5% 0%
Filipino (Pilipino or Tagalog) 4% 1%
Korean 3% 1%
Farsi (Persian) 2% 0%
Japanese 2% 0%
All other non-English languages 1% 1%
Arabic 1% 1%
Dutch 1% 0%
French 1% 0%
German 1% 0%
Lao 1% 0%
Mandarin (Putonghua) 1% 1%
Polish 1% 0%
Rumanian 1% 0%
Urdu 1% 0%
Vietnamese 1% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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