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GreatSchools Rating

John A. Rowland High School

Public | 9-12

 
 

Living in Rowland Heights

Situated in an urban neighborhood. The median home value is $385,000. The average monthly rent for a 2 bedroom apartment is $1,640.

Source: Sperling's Best Places
Last modified
Community Rating

5 stars

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

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted March 26, 2014

This school is not good. Chemistry teachers are mean, office is filled with a lot of rude people. Its also filled with alot of people that look at you as a person who is not worth anything. Many people think they're better than you. The district should do something about the situation here. There is no school spirit, you have to have good grades to discover what it means to be in the "Raider Family". It's sad seeing people who burly get good grades in school miss the opportunity to have spirit, this is basically like racism: (if you are black you can't sit infront of the bus). Don't get fooled on this school, its a blue ribbon school FROM 1998 which was long time ago.In reality this school is not what it seems to be. I recommend you go to Walnut or Diamond Bar better because here you are going to deal with alot of cruel people. BY THE WAY NOTE THAT THE PREVIOUS RATINGS ARE FROM WAY IN THE PAST, THIS IS 2014 IM TALKING ABOUT. So please whoever is reading this, dont come to Rowland High School! Do not be the person I was who believed Rowland was good only because of its blue ribbon. Trusth me its really not. My other school was better by far even tho its not a blue ribbon.
—Submitted by a student


Posted August 24, 2013

Overall the school is okay. There are basically three types of teachers: the ones who are hardcore and you fail the class, but prepares you for college, the type that doesn't teach and blames it on you, and the type that is all around nice. The campus is crazy, with dust flying everywhere, and very old. Some classrooms have roofs that are in need of mending. The small theatre (which is the size of two classrooms combined) really needs to be fixed. The poles that hang lighting often fall down and there are termites everywhere. The grass is dead. Students are pretty nice though.
—Submitted by a student


Posted May 10, 2011

From an honors student point of view: Although this school is a good school, it tends limit your opportunities to explore. The counselors set a strict "plan" of classes for you if you are in the honors program. Most teachers are very good! And some...well I don't know was the school was thinking when they hired them. This school is very small! I mean come on, the school's theater is only the size of a couple classrooms. I believe that other districts such as the WVUSD have MANY more opportunities to exceed. But because I live a minute closer to nogales than I do of walnut, I have no choice but to drive 15 minutes to this school every morning. I'm just telling the truth. What a student usually wants is to go to a nice good looking school, right? Ahh life is fair.
—Submitted by a student


Posted November 4, 2010

The teachers cares about the kids and they work together with administration and parents
—Submitted by a parent


Posted October 12, 2009

Rowland High Schools is one of the best and most most caring schools around the area! The campus is clean, most of the teachers are great, and there are a variety of sports and clubs that you can join on campus. Not to mention that you can even create your own club. The school is very diverse, with a large majority of Asians and Hispanics but also others too! The sports here are great and they just created a new track and football field recently. Lockers here are nice, though some are in need of repainting and new doors, but they will keep your things safe and are of adequate size. The students around campus are actually pretty nice. Granted, there are the occasional mean people, but the majority is rather nice and considerate. If you are considering enrollment in this school, I as a student would highly recommend it.
—Submitted by a student


Posted March 4, 2009

Principals, Staff, & Parents. Have open lines of communication. That is why Rowland is such a successful and excellent institution for students to learn.
—Submitted by a parent


Posted June 19, 2008

Great school, great teachers, great people. Loved my experience here.
—Submitted by a student


Posted February 29, 2008

As a student, I would say that this is a great school. Reading the comments before me, I noticed that nobody said the negative aspects. That is why I want to point out some irritating points. #1 There is too much emphasis on thinking maps - especially in the IB program. #2 The lack of funding makes the school look inferiro to other schools (outwardly). #3 There is not enough AP classes. #4 There are too many students per class.
—Submitted by a student


Posted December 30, 2007

John A. Rowland High School is an excellent school. I am a student there now and I believe that a better high school could not be found any where else in America. Although the school lacks funding and is not the richest school around, it makes up for it with wonderful teachers and dedicated staffulty. Rowland High School is also really diverse with many different ethnicities and offers many, many extra-curricular activities to choose from.
—Submitted by a student


Posted June 11, 2006

I believe that this school prepared me well for college. The teachers were knowlegeable and enthusiastic.
—Submitted by a student


Posted May 10, 2006

This school has great programs and a very supportive staff. Top flight!
—Submitted by a parent


Posted January 29, 2006

this is a really good school, a school where ur kids will face challenges, has great clubs sports and offers many classes. i would rate this school 9 out of 10 because no body is perfect and no school but this is really good the best i consider
—Submitted by a student


Posted January 17, 2006

I am a 2001 graduate from this school. In my honest opinion I believe that this is a really good school. Quality of Academic Programs: There are some really good programs such as Business programs where I know lots of friends who attended and continued into Business degrees. Extracurricular Activities: Sports was a great experience for me. I joined football for frosh and JV, and gained lots of knowledge of the game, teammwork, and confidence. All in all, I do highly recommend this school. There are a lot of times where I can reflect back to my high school days and use the knowledge gained in my current
—Submitted by a former student


Posted June 14, 2005

My daughter,Ana Kristine graduated last 2002. This June, she will graduate at UC-Irvine with the degree of Bachelor of Art major in Philosophy, Cum Laude. My husband and I would like to thank the staff, the counselor, the faculty members and all those who inspired my daughter to aim high and set high goals in her studies/life. According to her, Rowland High did give her the training needed to perform better in college. Special thanks to all her teachers among others, Mr. Gasca, Mr. Gardner, Ms. Valera, her P.E, science teachers, year book adviser and all others whom we cannot remember the names yet as deserving. We are beyond words, we cannot thank you enough. The least we can do is to let others know how good all of you are. Again, thank you.
—Submitted by a parent


Posted January 18, 2005

A very wide range of selection of classes from the entertainment industry to the art industry. All its classes are uniquely designed to fit your childs need.
—Submitted by a parent


Posted September 26, 2003

My oldest son graduated with honors form John A. Rowland High School and was accepted to various major universities when he applied during his senior year. He is getting ready to graduate from UCLA with a Psychology Major and plans to continue with Pre-Med at the same school for a later M.D. and specialty in Psychiatry. My second son graduated with honors, International Bachelorean classes in 2003 and was accepted at various Major Universities as well. He is currently a Private Cadet at United States Military Academy West Point, New York where he is enjoying the products of higher education thanks to John A. Rowland High School My daughter is currently a Junior at John A. Rowland High School and plans to graduate in 2005 and later go to a four year University where I am pretty sure she'll be prepared as well as my sons were. Overall, Rowland High School is a great school and I am very proud of all achievements and memories that we share as a community and as a family: cross country, track and field, pageantry, swimming, water polo, model United Nations, marching band, orchestra are only a few of the extra-curriculum activities that my children participated during their high school years.
—Submitted by a parent


Posted September 25, 2003

We are new to this school, with a freshman just beginning this year. I am very impressed so far with accessibility of teachers and staff not only through email but in person. This year is the first back to school night with much effort on the school's part to make communication important, something missing from our Jr. High school. So far we love Rowland!
—Submitted by a parent


Posted September 16, 2003

I graduated in 1979 and my two older sons went and are going to Rowland and this school is still #1 in my book.
—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

838

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

N/A

API Similar Schools Rank (2012)

N/A


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 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

838

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

+2

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)

N/A

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)

N/A

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.

175 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
23%

2011

 
 
13%

2010

 
 
10%
Algebra II

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

149 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
77%

2011

 
 
76%

2010

 
 
56%
Biology/Life Sciences

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

179 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
97%

2011

 
 
98%

2010

 
 
95%
Earth Science

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

371 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
53%

2011

 
 
47%

2010

 
 
56%
English Language Arts

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

541 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
76%

2011

 
 
69%

2010

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
0%

2011

 
 
0%

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

161 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
47%

2011

 
 
33%

2010

 
 
41%
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.

228 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
96%

2011

 
 
98%

2010

 
 
94%
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.

27 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
11%

2011

 
 
12%

2010

 
 
19%
Algebra II

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

196 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
41%

2011

 
 
50%

2010

 
 
36%
Biology/Life Sciences

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

380 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
47%

2011

 
 
52%

2010

 
 
41%
Chemistry

The state average for Chemistry was 46% in 2013.

203 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%

2011

 
 
79%

2010

 
 
80%
Earth Science

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

24 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
22%

2011

 
 
17%

2010

 
 
34%
English Language Arts

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

606 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
65%

2011

 
 
60%

2010

 
 
58%
Geometry

The state average for Geometry was 15% in 2013.

143 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
15%

2011

 
 
14%

2010

 
 
21%
High School (Summative) Mathematics (Grade 9-11)

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

163 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
85%

2011

 
 
90%

2010

 
 
89%
Science

The state average for Science was 54% in 2013.

604 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
69%

2011

 
 
63%

2010

 
 
62%
World History

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

386 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
52%

2011

 
 
56%

2010

 
 
46%
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.

2013

 
 
n/a

2012

 
 
27%

2011

 
 
15%

2010

 
 
23%
Algebra II

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

175 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
25%

2011

 
 
27%

2010

 
 
27%
Biology/Life Sciences

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

197 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
67%

2011

 
 
62%

2010

 
 
46%
Chemistry

The state average for Chemistry was 32% in 2013.

200 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
43%

2011

 
 
37%

2010

 
 
43%
Earth Science

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

2013

 
 
n/a

2012

 
 
28%

2011

 
 
4%

2010

 
 
15%
English Language Arts

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

575 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
62%

2011

 
 
61%

2010

 
 
56%
Geometry

The state average for Geometry was 8% in 2013.

54 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
13%

2011

 
 
6%

2010

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

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

258 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
64%

2011

 
 
80%

2010

 
 
74%
Physics

The state average for Physics was 58% in 2013.

54 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
96%

2010

 
 
92%
U.S. History

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

601 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
60%

2011

 
 
61%

2010

 
 
61%
World History

The state average for World History was 19% 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

All Students22%
Females18%
Males25%
African Americann/a
Asian50%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged22%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability22%
English learner22%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)16%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students70%
Females73%
Males66%
African Americann/a
Asian81%
Filipino57%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)68%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Biology/Life Sciences

All Students99%
Females98%
Males100%
African Americann/a
Asian98%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged98%
Non-economically disadvantaged99%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)100%
Parent education - college graduate99%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Earth Science

All Students46%
Females40%
Males50%
African Americann/a
Asian54%
Filipino53%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged42%
Non-economically disadvantaged54%
Students with disability19%
Students with no reported disability47%
English learner8%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate28%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)47%
Parent education - college graduate64%
Parent education - graduate school/post graduate74%
Parent education - declined to state27%

English Language Arts

All Students75%
Females78%
Males72%
African Americann/a
Asian84%
Filipino85%
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged67%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability75%
English learner14%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate51%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)76%
Parent education - college graduate90%
Parent education - graduate school/post graduate88%
Parent education - declined to state85%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students32%
Females28%
Males38%
African Americann/a
Asian43%
Filipino29%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability32%
English learner18%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduate19%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)24%
Parent education - college graduate40%
Parent education - graduate school/post graduate53%
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 Students86%
Females84%
Males89%
African Americann/a
Asian94%
Filipino95%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged77%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate62%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)86%
Parent education - college graduate93%
Parent education - graduate school/post graduate97%
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 Students19%
Females18%
Males19%
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)n/a
Economically disadvantaged19%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability19%
English learner38%
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 graduate15%
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 Students47%
Females45%
Males49%
African Americann/a
Asian56%
Filipino42%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability47%
English learner40%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduate33%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)51%
Parent education - college graduate47%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Biology/Life Sciences

All Students42%
Females38%
Males44%
African Americann/a
Asian55%
Filipino53%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged39%
Non-economically disadvantaged47%
Students with disability14%
Students with no reported disability45%
English learner2%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate29%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)48%
Parent education - college graduate53%
Parent education - graduate school/post graduate57%
Parent education - declined to state53%

Chemistry

All Students81%
Females76%
Males87%
African Americann/a
Asian83%
Filipino63%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged83%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)73%
Parent education - college graduate83%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Earth Science

All Students29%
Females9%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only40%
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 Students71%
Females70%
Males71%
African Americann/a
Asian80%
Filipino81%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged62%
Non-economically disadvantaged80%
Students with disability67%
Students with no reported disability71%
English learner4%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate54%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)74%
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
Parent education - declined to state83%

Geometry

All Students12%
Females12%
Males12%
African Americann/a
Asian15%
Filipino7%
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability10%
English learner8%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)10%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students93%
Females92%
Males96%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged91%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate95%
Parent education - some college (includes AA degree)89%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students69%
Females66%
Males70%
African Americann/a
Asian80%
Filipino73%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged60%
Non-economically disadvantaged77%
Students with disability47%
Students with no reported disability69%
English learner8%
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate49%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)71%
Parent education - college graduate83%
Parent education - graduate school/post graduate77%
Parent education - declined to state70%

World History

All Students55%
Females45%
Males62%
African Americann/a
Asian67%
Filipino68%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged52%
Non-economically disadvantaged60%
Students with disability33%
Students with no reported disability58%
English learner11%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate42%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)58%
Parent education - college graduate68%
Parent education - graduate school/post graduate78%
Parent education - declined to state46%
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 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

Algebra II

All Students30%
Females28%
Males31%
African Americann/a
Asian43%
Filipino29%
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability30%
English learner32%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate25%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)24%
Parent education - college graduate40%
Parent education - graduate school/post graduate27%
Parent education - declined to staten/a

Biology/Life Sciences

All Students72%
Females80%
Males65%
African Americann/a
Asian86%
Filipino81%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged87%
Students with disability17%
Students with no reported disability76%
English learner4%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate32%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)81%
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Chemistry

All Students31%
Females21%
Males38%
African Americann/a
Asian34%
Filipino25%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability30%
English learner0%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate8%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)25%
Parent education - college graduate35%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students62%
Females65%
Males61%
African Americann/a
Asian70%
Filipino66%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged54%
Non-economically disadvantaged73%
Students with disability21%
Students with no reported disability64%
English learner8%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate35%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)64%
Parent education - college graduate74%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Geometry

All Students6%
Females0%
Males10%
African Americann/a
Asian13%
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability6%
English learner14%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate10%
Parent education - some college (includes AA degree)0%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students72%
Females72%
Males72%
African Americann/a
Asian80%
Filipino66%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate45%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Physics

All Students95%
Females96%
Males93%
African Americann/a
Asian97%
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 disadvantaged90%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)87%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

U.S. History

All Students64%
Females60%
Males67%
African Americann/a
Asian71%
Filipino74%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged58%
Non-economically disadvantaged70%
Students with disability13%
Students with no reported disability67%
English learner13%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate40%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)66%
Parent education - college graduate73%
Parent education - graduate school/post graduate75%
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

English Language Arts

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

630 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
90%

2011

 
 
88%

2010

 
 
86%
Math

The state average for Math was 84% in 2013.

627 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%

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%
Females89%
Males87%
Gender Unknownn/a
African Americann/a
Asian89%
Filipino92%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged84%
Non-economically disadvantaged92%
Economic Status Unknownn/a
Students with disability50%
Tested with modificationsn/a
English learner41%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students93%
Females93%
Males93%
Gender Unknownn/a
African Americann/a
Asian98%
Filipino98%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disability66%
Tested with modificationsn/a
English learner77%
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
Asian or Asian/Pacific Islander 52% 11%
Hispanic 38% 52%
White 5% 26%
Black 2% 6%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 76%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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2000 South Otterbein Street
Rowland Heights, CA 91748
Website: Click here
Phone: (626) 965-3448

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