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Teacher quality
Principal leadership
Parent involvement
Even though there were times i dreaded at West Campus, I could not possibly see myself anywhere else. I love this school and I feel honored to be graduating from there.
—Submitted by a student
We have been very happy with our son's experience at West Campus. He is doing very well academically, taking AP courses and participating in the marching band and the winter drum line. He came from a very small private school, and had no problem fitting in from the beginning. The size of the school is a plus, as it is smaller than most of the other high schools. To those who say they are only concerned about test scores, that is the nature of public education these days, and to the degree that West is guilty, I would say all good public schools have the same concern. I believe our son is getting a good education in spite of that.
—Submitted by a parent
What impresses me is the students want to learn and this school's "culture", despite the old facilities, promotes that. The students care. In my daughter's group project groups everyone is involved. Her older siblings were at a couple different local high schools and over the years there always were students who didn't care and hampered the groups.
—Submitted by a parent
i have been attending West for over a year now and I must say if you want something better for yourself, this school will help acheive your dreams. At frist it was very overwhelming but during the second semester it became at ease. It might feel like this school pushes you off the edge, but in reality it is actually shaping your life...even if you oblivious from the effect. I hope this school is right for, if you want to succeed in life. :D
—Submitted by a student
Its an excellent school with awesome teachers. Teachers willing to put efforts and spend extra time into helping the students. You might have an A or B in other school and turn out you have a B or C in this school. But for future, grades are not really the thing that should be worry if you work hard. Working hard always helps to lock great longlasting knowledge: ) And Knowledge will always go along with you.
—Submitted by a student
I hated this school it was one of the worst schools in Sacramento. The people at this school are mean and rude.The years that I spent at this school were horrible. The school is outdated and old. Overall I hated this school coming from Caleb Greenwood. They needed to be more welcome and forgiving and have a better introduction to people who came to smaller schools. I HATED MY EXPERIENCE AT WEST CAMPUS !! :(
—Submitted by a student
We will be moving to Sacramento this summer and I am trying to determine which high school we would like our daughter to go to. We also will decide what part of the city to live in based on this decision. Thank you for all your help.
—Submitted by a parent
west campus is sadly all about scores and results. they dont care about the students they just care about keeping their reputation
ALL ABOUT SCORES AND TESTS. The administration lacks the ability to know each "high achieving" student on any kind of personal level. They a public school snobs. Education is a collaboration between students parents, and schools. At West Campus Parents and students have very little say.
—Submitted by a parent
West Campus is the best of the best! If you come here, you can tell for yourself.This is a school that's everything but your average!We got the highest API of all the other highs schools and honestly I can say we don't even consider ourselves decent.We still strive for excellence every day.There's just so much school spirit here you simply can't ignore it.I had the chance to go to Hiram Johnson, McKlatchy,Health Proffesions,Sac high,and a arts & science school which I forgot the name of.My Cst scores are advanced and even though I moved to Elk Grove I had the option & choice to transfer.I know girls that go there which are now in prohibation.Events,Rallies,and everything you can think of is magnificent! Even though we don't have the amount of school funding and money we want we still make the best of it.
—Submitted by a student
I was a student at West Campus coming from Sutter Middle School. I believe that WC's reputation is greatly exaggerated. At one time it might have been accurate but when I attended it seemed as though they attracted high achieving and motivated students and put them in classes with below average teachers and counted on their already high test scores. In fact the school seems obsessed with preparation for standardized tests. Most of the ever changing administration and staff seems uncaring for thier students. And because it is a small school there is very little choice in classes. If you are looking for a small, safe, average, meat and potatoes school then go for it! But dont have higher expectations. If it has gotten better in the last two years it will be a pleasant surprise.
—Submitted by a student
I love West Campus because it is a small campus and the teachers work very hard to teach their students what they need to get into college.
—Submitted by a parent
School has been in only three weeks now and I have experienced nothing but a great deal of difficulties with the new Principal over the simplest of issues. Unfortunately, we chose to decline our child's acceptance at both a highly reputable private school and another highly prestigious and sought after program at another public highschool in another district in favor of attending West Campus. Thus far, just three weeks into the year, that decision seems entirely wrong. West Campus needs an experienced leader. It is no secret that, within the district, employees try to gain employment at West Campus because of its outstanding quality of students. Why such a coveted position at this school was given to someone with such little experience is just one more reason the Sacramento City Unified School District seems to constantly be the target of bad press.
—Submitted by a parent
My child attended this high school for 4 yrs. The administration changed 3 times. The teachers except for a few, like Mr. Ousley and Ms. Dennison and Mr. Pantages, were unwilling to go above and actually assist students who need help. Tutoring, forget it! If your student can teach themselves, this is the school for you. P.S. Don't go to the office, even to help out, unless you want to be treated without respect.
—Submitted by a parent
I love my school. The only downside is if the hall monitors think you're going a bit overboard (we often have birthday parties outdoors), and if your teacher is mean to you. I only have two teachers which I dislike; the rest are amazing. Kudos to Vidovich, McCord, Pantages, and Daigle. I have them this year and they're just plain great people who care about their students and aren't afraid to joke around. My grades do suffer, but it's because of my own actions. If you choose not to turn in assignments or study ahead for tests, of course you're not going to manage as well. But this school isn't just about our scores -- you will find a very warm attitude with the student body and most staff when you're on campus. (c/o 2011) KH
—Submitted by Kristi, a student
Most of the teachers aren't willing to do extra for students
—Submitted by a parent
My daughter is attending WC as a freshman. The extraculicular music program is wonderful. She loved Marching Band and is also enjoying Drumline. Coming from a private school, we were concerned about her safety but at WC we never worry. I like that she is surrounded by other students who want to succeed and be involved in outside activities.
—Submitted by a parent
Honestly, I am attended this school, and it isn't all that people make it out to be. Some teachers miss so many days that students become behind in school. Some teachers do not know how to teacher and can hardly speak english. But other teachers are very good. Also, the school is very spirited which is good, but they do not care for girl sports that much. It is not all that great, it is okay.
—Submitted by a student
i love this school... the academics and school background is facinating... its so funn...
—Submitted by a student
West campus is the best school in sacramento, ca period. The experience was indescribably and unforgettable! First, the VP is not mean. I find him very caring and considerate. The teacher-student relationships are amazing. If you have the best teachers, you learn every second of every class, everyday. But, at the same time, you get to have tons of fun. Class rally, dances, student body activies like multi-cultural fair, talent shows, pancake breakfast, halloween carnival are just high school experiences every west kid will always remember later on in life. The students have so much spirit, even if some claim west is not spirited. then why do the gym seem to explode with screams during rally class competitions? All in all, this save and loving high school is worth the ride.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
197 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
145 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
219 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
219 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 58% |
| Females | 53% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | n/a |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 83% |
| Males | 88% |
| African American | 75% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 78% |
| Parent education - high school graduate | 88% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 100% |
| All Students | 66% |
| Females | 56% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 91% |
| Males | 94% |
| African American | 76% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 89% |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 94% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 54% |
| Males | 56% |
| African American | 60% |
| Asian | 66% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 64% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 59% |
| Males | 63% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 60% |
| All Students | 62% |
| Females | 65% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 83% |
| All Students | 81% |
| Females | 76% |
| Males | 89% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 81% |
| Parent education - high school graduate | 93% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 88% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 91% |
| African American | 92% |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 93% |
| Parent education - high school graduate | 92% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 90% |
| All Students | 16% |
| Females | 12% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 80% |
| Males | 89% |
| African American | 85% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 80% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 90% |
| All Students | 80% |
| Females | 76% |
| Males | 86% |
| African American | 85% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 83% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 15% |
| Males | 33% |
| African American | n/a |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| All Students | 86% |
| Females | 85% |
| Males | 89% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 87% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 70% |
| All Students | 56% |
| Females | n/a |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 85% |
| Males | 87% |
| African American | 86% |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 86% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 77% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 52% |
| Males | 67% |
| African American | n/a |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 67% |
| All Students | 75% |
| Females | 63% |
| Males | 85% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 63% |
| All Students | 82% |
| Females | 75% |
| Males | 92% |
| African American | 86% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 78% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 72% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 99% |
| Females | 99% |
| Males | 98% |
| African American | 100% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Declined to state | 95% |
| Economically disadvantaged | 99% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 100% |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 100% |
| Females | 99% |
| Males | 100% |
| African American | 100% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Declined to state | 95% |
| Economically disadvantaged | 99% |
| Non-economically disadvantaged | 100% |
| Economic Status Unknown | 100% |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 30% | 11% | ||
| Hispanic | 30% | 51% | ||
| White | 25% | 27% | ||
| Black | 7% | 7% | ||
| Two or more races | 7% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 45% | N/A | 54% |
| English language learners 2 | 2% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 27% | 2% | ||
| Spanish | 27% | 85% | ||
| Vietnamese | 23% | 2% | ||
| Hmong | 14% | 1% | ||
| French | 5% | 0% | ||
| Mien (Yao) | 5% | 0% |
| Students typically attend these schools prior to attending this school |
Sutter MS Will C. Wood Kit Carson |
| Percentage of students going to 2-year college | 44% (2013) |
| Percentage of students going to 4-year college | 46% (2013) |
| Percentage of students going to the military | 1% (2013) |
| Percentage of students going to vocational programs | 7% (2013) |
| Percentage of students going directly into the workforce | 2% (2013) |
| Colleges most students attend after graduation |
Sacramento State CA St Colleges CA University's |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 12% | N/A | 2% |
| Special staff resources available to students |
Assistant principal(s) Art teacher(s) College counselor(s) Computer specialist(s) ELL/ESL Coordinator Music teacher(s) PE instructor(s) Security personnel Tutor(s) |
| Foreign languages spoken by school staff |
Chinese (Cantonese) French Hmong Spanish |
| Read more about programs at this school | |
| Level of special education programming offered |
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| Staff resources available to students |
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| Vocational or skills-based training offered |
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| School facilities |
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| Music |
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| Clubs |
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| Foreign languages taught |
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| Level of ESL/ELL programming offered |
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| Staff resources available to students |
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| Foreign languages spoken by staff |
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| Staff resources available to students |
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| School facilities |
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| Instructional and/or curriculum models used |
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| Extra learning resources offered |
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| College preparation / awareness resources offered |
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| Clubs |
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| School start time |
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| School end time |
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| School Leader's name |
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| Best ways for parents to contact the school |
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| Gender |
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| Is there an application process? |
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| Fax number |
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| Instructional and/or curriculum models used Don't understand these terms? |
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| Level of special education programming offered |
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| Level of ESL/ELL programming offered |
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| Vocational or skills-based training offered |
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| Extra learning resources offered |
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| Transportation provided for students by the school / district |
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Photos



Tips for understanding school culture
| Dress Code |
|
| Bullying policy |
|
| Parent involvement |
|
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.
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5 out of 10students were accepted for the 2012-2013 school year.
| Students accepted for the 2012-2013 school year | 233 |
| Applications received for the 2012-2013 school year | 500 |
| Students typically come from these schools | Sutter MS Will C. Wood Kit Carson |
| Students typically attend these schools after graduating | Sacramento State CA St Colleges CA University's |
| College preparation / awareness offered | College prep programs/courses during the year College presentations or information sessions SAT/ACT prep classes School-sponsored trips to college campuses |
| Students' post-graduation plans in 2013 | 2 year college - 44% 4 year college - 46% Military - 1% Vocational - 7% Workforce - 2% |
5022 58th St.
Sacramento,
CA 95820
Website: Click here
Phone: (916) 277-6400
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