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GreatSchools Rating

Natomas Charter School

Charter | K-12 | 1375 students

We are best known for our high quality educational programs.
 
 

 

Living in Sacramento

Situated in a suburban neighborhood. The median home value is $190,000. The average monthly rent for a 2 bedroom apartment is $1,450.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 20 ratings
2013:
Based on 10 ratings
2012:
Based on 5 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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82 reviews of this school


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Posted Monday, August 18, 2014

The skills taught at this school in the performing arts are perfectly suited to prepare the students for life in the real world. I use the digital art teachings of this school to increase my income from marketing, the acting experience I learned here to boost my confidence and prepare for interviews and sales, and finally the academic skills to always present myself in the best professional way possible This has resulted in great success for myself and I'm proud that to say this school provided the tools for me to succeed in life. I feel the schools greatest strength was allowing the students to have a safe place to express themselves and push through personal boundaries. In the end by the time I graduated I have both lifelong friends, as well as many memories of both failures, which provided valuable lessons, and great success. As I understand it the school has become less accepting to freedom of expression, and the student body has changed, but as I see it the spirit is still alive and well on campus. Someone can find their voice and hone lifelong skill while attending this school. John Class of 2009.


Posted August 15, 2014

I have worked at and had children in three programs under the NCS umbrella. NCS started over 20 years ago and since that time they have responded to community needs by producing quality programs that lead to innovation and choice throughout California. The great thing is that NCS provides a choice for students, parents, and staff. I encourage you to look at what each program offers and their staff to see if it is a good fit for your child. In fact, I encourage you to look at all options in your area. Not every school is for every child or teacher. Expect that at some point programs will change and grow. Remaining the same is usually not a part of innovation when the world and student population you serve is changing.
—Submitted by a teacher


Posted August 15, 2014

Natomas Charter School is all about tolerance...except for tolerance toward Christians. Homosexuality is celebrated here, in a big way- witness this school's production of the highly sexually referenced, profanity-laden "Laramie Project," which glorifies homosexuality and denigrates Americans of faith. Shame on this school's administration for it's promotion of the sexualization of children- 6th graders- who are exposed to frank sexual talk from 17 and 18 year old high school students on a daily basis. Parents- you should know what you are getting your kids into- be warned


Posted August 9, 2014

My children have attended PACT for the past two years. I have enjoyed teaching homeschool with them. The first year I was excited about getting started unfortunately I didn't have a supportive advisor to guide me along and as a newcomer to homeschool we were overlooked. We got a better advisor and things ran smoothies. I liked the administration, teachers and office staff. Last year things chaned with a new administration and front office staff was gone. I haven't cared much for the new leadership in that they don't represent the homeschool in any personal way, appear indifferent to parents. For the whole year that we have been in school not one of them introduced themselves. The student body is cultural diverse however I didn't feel the school was welcoming. My kids felt singled out to what they were doing when they were not causing disruption. When many times other children were loud in the library it would go unnoticed. At some point the administrator finally enforced a strict policy of in supervision of kids. Needless to say I like the program but administrators need to have better PR. The school I rate 5 star, administration 1.
—Submitted by a parent


Posted July 27, 2014

I am a student that currently goes to PFAA at NCS and I am sad to tell all these happy parents that I didn't like it. You see I am shy and so are my friends. The parent involvement is mainly for making them think the school is good and all because they are only involved in the arts of the occasional parties for the academic portion. The teachers mainly focus on those that are behind and sometimes those kids don't care. So we have a lot of students that are ready for the next thing but the teacher won't go foreword. The school focuses on bullies a little too much. They haven't noticed that most kids know not to do physical confrontations and just talk behind the "victim's" back. Kids are getting smarter every year. The mentor program is a joke to all the kids involved. The lunch tastes very processed. The quiet students aren't payed attention too. The slow learners are merely told the same thing over and over. The loud kids disrupt every lesson I have. The only reason this school has 2 stars is because of the teachers that really care about the students. There is only one teacher that pays attention to the quiet ones in my opinion. THANK YOU! (You know who you are.)


Posted July 27, 2014

I found out about this school by accident when I was walking to my new house one night. When I applied, I had no clue how good this school was. I soon found out more and heard that it was a pretty decent school. I started having high hopes for it, but in the end it is a disappointment. It is a wonderful school for its arts and creativity. It's campus is also very clean and beautiful. Bullying is on the low, and kids are generally (or at least act) nice. Which brings another problem, this school is trying to fix something that isn't broken. They focus too much on bullying. I believe that bullying should be addressed, but not enough time and energy is focused on other things. The school's teachers aren't the best either. Like other reviews, some should be teachers and some shouldn't. Also, they are planning to "incorporate" mine craft into our studies. Even though I am a student and one who plays this game I find it a rather terrible idea. I wish I could speak more positively about this school, but the reality is that I can't. In a nutshell, if you are what they like this is heaven. If you aren't so much of that, good luck.


Posted July 24, 2014

My son has attended two Academies at Natomas Charter School, and I am appreciative of the excellent and supportive teachers he has had throughout his middle and high school years. The school has high expectations for both students and staff which is why it is such a successful school that receives tons of awards. Bad teachers won't cut it here. Thank you, NCS teachers, you're the best!
—Submitted by a parent


Posted July 24, 2014

I have taught at Natomas Charter School PFAA as an academic teacher for over a decade. There are many reasons why I do not wish to work anywhere else. I work with a dedicated, innovative and professional staff. Our students are curious and love learning. The integration of arts and academics in all aspects of the school learning environment and culture create an environment that encourages creativity and critical thinking. Every member of this community: the teachers, support staff, administration, students and parents work hard to provide a unique and meaningful educational experience. In addition, I believe in the mission of this school so much that my own children have attended since sixth grade. They are developing into intelligent, compassionate, creative and confident adults and I know that many of the teachers and experiences they have had at PFAA have contributed to this growth. If you are considering PFAA for your children or for a place of employment, come talk to us. You will be inspired.
—Submitted by a teacher


Posted July 20, 2014

I am a full-time teacher at Natomas Charter School PFAA and have been for over 15 years. I love my school! I wanted to share this story with anyone who is interested in either attending or working at a truly great school. Recently, I ran into an alumni student of PFAA. I'll call her Laurie. Laurie was and is a shining example of a PFAA kid. She was totally immersed in the Music Department as a singer/songwriter and performed as much as she could during high school. She was a completely dedicated musician. When I ran into Laurie this summer she had just graduated from UC Davis (pre-med) and will be starting medical school this Fall. Laurie recounted to me that many people are surprised that she went into the sciences because she had attended an arts high school. She said, I always correct them. I tell them it s because my high school put an equal emphasis on arts and academics. I had to work hard at both and I loved it all." Laurie is now going to be a pediatrician who uses music to work with autistic children. The students who graduate from PFAA enter the work force as engaged, critical thinkers whose deep understanding of the arts will make the world a better place.
—Submitted by a teacher


Posted June 23, 2014

As a former teacher in PFAA, I would not recommend this school to anyone. The administration treats teachers very poorly. Teachers are disposable and they feel like they are too, which is why so many teachers resign year after year. Also, teachers are "asked" to change grading policies and student grades, which is against Edcode as only teachers can assign grades. If you're a teacher seeking employment, please notice the high number of job postings this school offers years after year. There is a reason and you should not apply. If you're a parent, consider the constant shift of teachers as unstable for your child. Also, not all teachers at this school have a teaching credential because it is not required in a charter school. This can lead to inexperienced teachers who are teaching outside of their subject area or who have no idea how to manage a classroom. Academics are not valued nearly as much as the arts are and your child will not receive a strong academic foundation. Overall, given the opportunity, whether you are a teacher, parent, or student- choose another school! -A former PFAA teacher now working at a wonderful school where I am valued
—Submitted by a teacher


Posted June 22, 2014

Despite the personal attacks here, PACT is making changes for the good of all children. Yes, sometimes long time teachers have to go- but it has been our experience that this happens at any school when teachers refuse to teach ALL kids, not just the ones they like best. PACT has changed class formats to make room for more students, to open registration in a fair way and to spend more time helping parents homeschool. Why choose a homeschool program then put your kid in 10 classes? That isn't homeschool, that is avoiding traditional school. My daughter is excited for Minecraft history and also for writing, science and dance- all of which are still at PACT along with 70+ other classes. If you want to homeschool with support, with enrichment and field trips and social opportunities, this is the place. If you want more of the same, more old school sheltering, fear and 19th century strategies, this isn't the school for you.
—Submitted by a parent


Posted June 21, 2014

Natomas Charter has 5 schools under it's umbrella. My child goes to PFAA (performing arts school). I know quite a few children from his grade.For the past 3 years all have told me how much they love PFAA and don't want to miss a day.That speaks volumes. Besides the academics and arts offered, students are not allowed to disrupt classrooms in anyway, resulting in the whole class period being productive.It gives the students necessary skills they will need in high school.A Technology class is given 6th grade where they learn various programs and will be able to type at least 30 words a minute by the end of the year.They teach students to be organized, comfortable communicating with their teachers, responsible for their success and to give back to the community.They do all this in an environment that is truly free of bullying. A C average is required. This school has expectations and makes them very clear to all students from the start. As a result, students rise to the occasion and excel.The growth I've seen in my child, both academically and personally, has been astounding.If that is your child is a performing arts kid, this school will be a great fit, academically and creatively.
—Submitted by a parent


Posted June 17, 2014

It's unfortunate that I write this review because I have been a supporter of PACT for a few years. We have enjoyed the classes, teachers, advisors and students. With that being said, we had some changes to the school this year which seems to be spearheaded from our new administrator. With little to no insight from parents and advisors, the new administrator made drastic changes to the classes being offered. In addition, they let go of a well loved teacher who devoted her career to PACT for 17 years. The advisors are being treated poorly and you sense a "if you don't accept my rules then you are out the door" atmosphere. Unfortunately this discontent is not mine alone and I hear from many other parents that this is not what they want. The saddest part is the morale of the school has change. Once a place that felt like a community is now separated by the tension between the administrator and the advisors, teachers and parents. It's very unfortunate the new administrator has taken an "it's my way or the highway" attitude. I'm not sure if it's hers alone or coming from upper management but either way it's a shame that a once great school is being subjected to poor management.
—Submitted by a parent


Posted June 17, 2014

PACT has fundamentally changed for the worse due to the unchecked, unilateral decisions of its head administrator who has continually kept parents, advisers, and teachers in the dark. Originally, PACT's desired to support and assist parents with how they sought to homeschool - offering semester and year-long classes along side shorter enrichment classes that created a unique learning environment and community. However, changes were announced in early 2014 that year-long classes (such as Kindergarten and 1st Grade) would be eliminated and replaced by 7-week "unit study" classes which could be repeated continually without any change in content. Furthermore, classes like Creative Writing would be replaced with "Minecraft History" or "Zombie Geography." These changes were implemented without input or involvement from parents and were told the new direction PACT was taking was not up for debate. Continual deceit and underhandedness by the Administration is exemplified by the most recent action: the a much-beloved teacher of 17 years "will be leaving to spend more time with her family" when, in actuality, she was terminated without notice to her on the first day of summer break.
—Submitted by a parent


Posted June 1, 2014

So excite for the new changes at PACT! Students have a huge variety of enrichment classes to take on site, all while parents will get more support in homeschooling curriculum, structures and differences in styles. The new workshop format is perfect for my family because we travel during the holidays and always have to skip class for several weeks. I am looking forward to when my son is old enough to be in the new hybrid program that has two days a week on site, with three at home. It will be an easy transition back to brick and mortar traditional high school, which has always been our goal. I have found the administration to be warm, understanding and they even homeschool themselves so they know what it is like. They also have been very helpful in implementing my son's 504 plan and talking about learning disabilities. We wouldn't homeschool anywhere else!
—Submitted by a parent


Posted May 29, 2014

PACT has implemented substantial changes to its educational model in 2014. Enrichment classes are now almost entirely limited to short workshops on trendy subjects and a curriculum review is underway. Students are limited in how many workshops they may use. The changes were made at the discretion of an on-site administrator who favors a media-focused, entertainment-based approach to learning. For example, she relies heavily on Minecraft and movie versions of literature. Her philosophy is set forth on her blog and self-published book, "Academic Homeschooling" on Amazon. Her priorities are not supportive of Classical Homeschooling or Charlotte Mason ideals. The administrator uses a label, "Academic Homeschooling," to contrast her view of, "Religious Homeschooling." Homeschoolers with faith-based viewpoints should be cautious of her leadership. I suggest doing, "due diligence" to evaluate the leadership direction PACT is taking by reading the administrator's published opinions. There are some outstanding teachers and advisors at PACT, but the ultimate governance comes from the on-site administrator. If you share her views, you may find a fit. If not, save yourself the headache.
—Submitted by a parent


Posted May 29, 2014

We decided to pull our children from the Natomas Charter PACT Academy after the administration announced that they would be making sweeping changes to the program for next year. Unfortunately the wonderful yearlong and semester classes offered in the past are being replaced with 7 week workshops that offer no real educational benefit. Additionally, students will be very limited in how many workshops they can take. The administrators are dishonest and have low academic expectations for the program. There are numerous homeschool charter programs in Sacramento.. don't waste your time at PACT.
—Submitted by a parent


Posted April 29, 2014

First and foremost, my son thoroughly likes Natomas Charter PFAA! As a new 9th grader he has particularly appreciated the high level of social ease and camaraderie with fellow students, the openness of his teachers & their accessibility, plus the relatively strong rigor of his classes. Another strong positive feature for him is the high levels of personal motivation and competitiveness he perceives held by the school's students. He considers the students very talented & enjoys the mix of visual & performing arts skills held by them. To quote him, "All are very talented & everyone gets along well with each other; in fact their relative high musical/artistic proficiencies help stimulate everyone to strive higher." As educators, both his mom & I believe that the positive factors noted by our son stem from the focused efforts of the PFAA administration, faculty & staff to create a student-centric school climate that is both supportive & encouraging & is built on a foundation of strong academic standards & educational professionalism. Such a climate promotes development of each individual student, fosters excellence and emphasizes respect of individual differences and diversity.
—Submitted by a parent


Posted April 2, 2014

My school is in the Natomas Unified School District. The STAR Academy is a Great charter school founded under the Natomas Charter School system. It has a varied student body and AWESOME teachers. Lots of 'after school enrichment' activities: art music, sports, yoga and engineering to name a few. Fun after school care program open til 6 (M-F). My child loves his teachers and staff.
—Submitted by a parent


Posted March 1, 2014

The PFAA program is a very good program, The school academically challenges my student and holds my student accountable. The school promotes being a self advocate and individualism. They have a lot of options that are not common at other Sacramento schools at this school including various booster clubs, culture awareness, 8th period options, lots of after school events, homework club and after school media center availability. My middle school child loves the school and is exceling. My student is socially accepted as well which was a problem coming from another school prior. We, myself and child, are very happy being a part of NCS PFAA.
—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

883

Change from
2012 to 2013

-15

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 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 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 met all student subgroup API targets for 2013

This school's
API score

883

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

-15

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 2012 and Spring 2013. 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)

10 / 10

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

10 / 10

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

The state average for English Language Arts was 56% in 2013.

69 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
47%

2011

 
 
53%

2010

 
 
43%
Math

The state average for Math was 65% in 2013.

68 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
50%

2011

 
 
46%

2010

 
 
40%
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

English Language Arts

The state average for English Language Arts was 46% in 2013.

26 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
46%

2011

 
 
42%

2010

 
 
20%
Math

The state average for Math was 66% in 2013.

28 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
53%

2011

 
 
45%

2010

 
 
32%
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

English Language Arts

The state average for English Language Arts was 65% in 2013.

18 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
87%

2011

 
 
60%

2010

 
 
63%
Math

The state average for Math was 72% in 2013.

19 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
56%

2011

 
 
26%

2010

 
 
53%
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

English Language Arts

The state average for English Language Arts was 60% in 2013.

34 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
62%

2011

 
 
75%

2010

 
 
52%
Math

The state average for Math was 65% in 2013.

34 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
31%

2011

 
 
51%

2010

 
 
12%
Science

The state average for Science was 57% in 2013.

34 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
72%

2010

 
 
41%
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

English Language Arts

The state average for English Language Arts was 60% in 2013.

200 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
76%

2010

 
 
78%
Math

The state average for Math was 55% in 2013.

199 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%

2011

 
 
69%

2010

 
 
69%
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 86% in 2013.

58 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
98%

2011

 
 
n/a

2010

 
 
100%
English Language Arts

The state average for English Language Arts was 60% in 2013.

202 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
83%

2011

 
 
83%

2010

 
 
76%
Math

The state average for Math was 52% in 2013.

149 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
74%

2011

 
 
76%

2010

 
 
69%
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 50% in 2013.

108 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
77%

2011

 
 
67%

2010

 
 
46%
English Language Arts

The state average for English Language Arts was 57% in 2013.

195 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
87%

2011

 
 
84%

2010

 
 
72%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

48 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
66%

2011

 
 
35%

2010

 
 
22%
Geometry

The state average for Geometry was 85% in 2013.

40 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
100%

2011

 
 
92%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

195 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
80%

2011

 
 
75%

2010

 
 
64%
Science

The state average for Science was 67% in 2013.

195 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
92%

2011

 
 
81%

2010

 
 
77%
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 25% in 2013.

46 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
51%

2011

 
 
43%

2010

 
 
37%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

113 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
64%

2010

 
 
58%
Earth Science

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

12 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
n/a

2011

 
 
53%

2010

 
 
n/a
English Language Arts

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

131 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
95%

2011

 
 
87%

2010

 
 
83%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

71 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
63%

2011

 
 
58%

2010

 
 
44%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
18%

2011

 
 
18%

2010

 
 
n/a
Algebra II

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

69 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
48%

2011

 
 
41%

2010

 
 
18%
Biology/Life Sciences

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

15 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
70%

2011

 
 
47%

2010

 
 
47%
Chemistry

The state average for Chemistry was 46% in 2013.

87 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
64%

2011

 
 
47%

2010

 
 
42%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

109 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
82%

2010

 
 
78%
Geometry

The state average for Geometry was 15% in 2013.

28 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
40%

2011

 
 
43%

2010

 
 
32%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

109 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
80%

2010

 
 
63%
World History

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

106 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
81%

2011

 
 
76%

2010

 
 
79%
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

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

23 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
22%

2011

 
 
24%

2010

 
 
6%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

17 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
27%

2011

 
 
37%

2010

 
 
31%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

102 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
75%

2011

 
 
78%

2010

 
 
63%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

68 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
20%

2011

 
 
18%

2010

 
 
16%
Physics

The state average for Physics was 58% in 2013.

44 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
79%

2011

 
 
82%

2010

 
 
68%
U.S. History

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

102 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
82%

2011

 
 
84%

2010

 
 
70%
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

English Language Arts

All Students79%
Females78%
Males81%
African Americann/a
Asian88%
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)77%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learner64%
Fluent-English proficient and English only82%
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)56%
Parent education - college graduate90%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students79%
Females83%
Males75%
African Americann/a
Asian100%
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)85%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learner82%
Fluent-English proficient and English only79%
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)63%
Parent education - college graduate95%
Parent education - graduate school/post graduate83%
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

All Students58%
Femalesn/a
Males44%
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)69%
Economically disadvantagedn/a
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only58%
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

Math

All Students52%
Femalesn/a
Males53%
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)57%
Economically disadvantagedn/a
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school 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

All Students67%
Femalesn/a
Males73%
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)73%
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
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

Math

All Students48%
Femalesn/a
Males50%
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)42%
Economically disadvantagedn/a
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)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

All Students82%
Females84%
Males80%
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)76%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
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 graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females47%
Males60%
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)62%
Economically disadvantagedn/a
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only53%
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 graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students68%
Females74%
Males60%
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)62%
Economically disadvantagedn/a
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
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 graduate82%
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

All Students75%
Females78%
Males70%
African American67%
Asian86%
Filipino93%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged69%
Non-economically disadvantaged77%
Students with disability31%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)70%
Parent education - college graduate87%
Parent education - graduate school/post graduate83%
Parent education - declined to state70%

Math

All Students66%
Females66%
Males65%
African American39%
Asian79%
Filipino73%
Hispanic or Latino55%
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 disadvantaged70%
Students with disability33%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)53%
Parent education - college graduate78%
Parent education - graduate school/post graduate78%
Parent education - declined to state67%
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 Students78%
Females85%
Males68%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged55%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented96%
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 graduate85%
Parent education - graduate school/post graduate71%
Parent education - declined to state91%

English Language Arts

All Students83%
Females87%
Males74%
African American63%
Asian96%
Filipino69%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged78%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)80%
Parent education - college graduate87%
Parent education - graduate school/post graduate88%
Parent education - declined to state85%

Math

All Students71%
Females72%
Males68%
African American35%
Asian100%
Filipino73%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged71%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)71%
Parent education - college graduate81%
Parent education - graduate school/post graduate69%
Parent education - declined to state81%
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 Students43%
Females41%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged30%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduate43%
Parent education - graduate school/post graduate78%
Parent education - declined to state8%

English Language Arts

All Students77%
Females81%
Males71%
African American70%
Asian79%
Filipino92%
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged70%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)79%
Parent education - college graduate82%
Parent education - graduate school/post graduate91%
Parent education - declined to state54%

General Mathematics (Grades 6 & 7 Standards)

All Students37%
Females33%
Males43%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged14%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability40%
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)36%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students88%
Females91%
Males82%
African Americann/a
Asian85%
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)92%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented91%
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 graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students74%
Females75%
Males75%
African American62%
Asian88%
Filipino92%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged73%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)75%
Parent education - college graduate77%
Parent education - graduate school/post graduate85%
Parent education - declined to state75%

Science

All Students81%
Females79%
Males84%
African American71%
Asian83%
Filipino92%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged78%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)82%
Parent education - college graduate84%
Parent education - graduate school/post graduate88%
Parent education - declined to state71%
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%
Females15%
Males25%
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)37%
Economically disadvantaged27%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
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)31%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

All Students85%
Females88%
Males83%
African American91%
Asiann/a
Filipino100%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged77%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate93%
Parent education - some college (includes AA degree)90%
Parent education - college graduate81%
Parent education - graduate school/post graduate95%
Parent education - declined to state69%

Earth Science

All Students75%
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 disability73%
English learnern/a
Fluent-English proficient and English only82%
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 Students88%
Females87%
Males89%
African American73%
Asiann/a
Filipino92%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged86%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)89%
Parent education - college graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to state72%

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 Students56%
Females51%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged38%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate57%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All 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 Students36%
Females34%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged24%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
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)50%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students47%
Females64%
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 disability54%
English learnern/a
Fluent-English proficient and English only47%
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

Chemistry

All Students55%
Females50%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged45%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate59%
Parent education - graduate school/post graduate69%
Parent education - declined to state36%

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 Students87%
Females87%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged86%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)84%
Parent education - college graduate87%
Parent education - graduate school/post graduate87%
Parent education - declined to state87%

Geometry

All Students14%
Females16%
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)9%
Economically disadvantagedn/a
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
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 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

Science

All Students83%
Females83%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged72%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)78%
Parent education - college graduate84%
Parent education - graduate school/post graduate93%
Parent education - declined to state80%

World History

All Students78%
Females76%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged61%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)83%
Parent education - college graduate71%
Parent education - graduate school/post graduate87%
Parent education - declined to state80%
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 Students17%
Females15%
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 disadvantaged20%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All 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

Chemistry

All Students30%
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 disability31%
English learnern/a
Fluent-English proficient and English only29%
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

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 Students87%
Females86%
Males90%
African Americann/a
Asiann/a
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)87%
Economically disadvantaged86%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate94%
Parent education - some college (includes AA degree)71%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
Parent education - declined to state82%

Geometry

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

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

All Students37%
Females31%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged26%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)8%
Parent education - college graduate33%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Physics

All Students66%
Females59%
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)67%
Economically disadvantaged54%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
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 graduate42%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

U.S. History

All Students85%
Females81%
Males97%
African Americann/a
Asiann/a
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)87%
Economically disadvantaged83%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate89%
Parent education - some college (includes AA degree)71%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to state91%

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.

110 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
95%

2010

 
 
99%
Math

The state average for Math was 84% in 2013.

108 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
97%

2011

 
 
95%

2010

 
 
92%
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 Students99%
Females99%
Males100%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state100%
Economically disadvantaged97%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students96%
Females96%
Males100%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state88%
Economically disadvantaged93%
Non-economically disadvantaged97%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
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
White 36%
Hispanic 21%
Asian 12%
Two or more races 11%
Black 8%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 19%N/AN/A
English language learners 5%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

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Special education / special needs

Extra learning resources offered
  • Differentiated learning programs

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Science
  • Technology
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Science lab

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
  • Performing arts
  • Visual arts
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Printmaking
  • Sculpture
Music
  • Band
  • Chamber music
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
  • Rock band
  • Theory
  • Vocal lessons / coaching
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production

Health & athletics

School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Ting Sun
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (916) 928-5333

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Diversity of Programs
  • Gifted / high performing
  • Independent Study
  • Individually guided instruction
  • Project-based
  • Standards-based
  • Virtual school
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Music
  • Performing arts
  • Science
  • Service learning
  • Technology
  • Visual arts
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No

Resources

Extra learning resources offered
  • Acceleration
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • Community college courses
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Cafeteria
  • College/career center
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Learning lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Science lab
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Cheerleading
  • Flag football
  • Wrestling
Girls sports
  • Track
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Printmaking
  • Sculpture
Music
  • Band
  • Chamber music
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
  • Rock band
  • Theory
  • Vocal lessons / coaching
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production
School leaders can update this information here.

Photos

School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

What are your chances?


4 out of 10students were accepted for the 2011-2012 school year.


Students accepted for the 2011-2012 school year
300
Applications received for the 2011-2012 school year
750

Planning ahead

College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
Community college courses
SAT/ACT prep classes
School-sponsored trips to college campuses
Notice an inaccuracy? Let us know!

4600 Blackrock Drive
Sacramento, CA 95835
Website: Click here
Phone: (916) 928-5353

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