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GreatSchools Rating

New Technology High School

Charter | 9-12

 

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Living in Sacramento

Situated in an urban neighborhood. The median home value is $100,000. The average monthly rent for a 2 bedroom apartment is $930.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 5 ratings
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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22 reviews of this school


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Posted October 1, 2013

This is a school that requires students to think. They learn without knowing it. It's fun and
—Submitted by a student


Posted September 30, 2013

My daughter started at New Tech as a freshman and will graduate this year class of 2014. I strongly recommend New Tech as a place that will help your child to grow in many ways - not just academics. New Tech's long school day (&;45 am to 3:45 pm) mimics the kind of work day our kids can expect when they enter the world of work. The expectations for independent work, self-advocacy and cooperation with peers are high. My daughter is an accomplished presenter thanks to New Tech, confident when meeting new people or making her case about something with an adult. The teachers have consistently supported and helped her with one-on-one tutoring and flexibility when she was struggling. She has significant LD's and had a concussion her sophomore year that caused her to miss 2 months of school. But with the help of the teachers and her own persistence she got through it all and has a 3.25 GPA. This year she's taking physics and pre-calc (her LD's make math very hard) and she's carrying a B. I strongly endorse New Tech's approach and recommend it highly.
—Submitted by a parent


Posted September 9, 2013

2013 Graduate. I attended this school for 2 years and had a rewarding experience here. The school is very small which is a plus. Staff actually have time to assist you when needed. They aim high for achievement. Failing is not an option. If you want a successful future and plan on pursuing further education after graduating, then I would highly recommend this school. I'm most grateful to have attaended this school. THANK YOU NEW TECH!
—Submitted by a student


Posted August 25, 2013

I had 2 kids gradute from this school within the past 2 years. This school has teachers that actually care about providing a great education to get your child the education they deserve. Both my kids are now attending UCLA. This school geers the students into college and achieving their goals. Thank you New Tech!
—Submitted by a parent


Posted March 3, 2013

My family was pulled to this school because of the project based approach and the idea of a small school community. We thought it might be a good fit for our son. Sadly, there were too many drawbacks for us to seriously consider this school so, after a semester, we pulled our son out. There are some good teachers and, as I've said, the project based idea is attractive but it is the students who are the main issue. The project based idea is not properly executed. Students do not need to learn the material, content competency is unnecessary, and grades are formulated almost exclusively on work ethic. What that means is that students do not need to really understand English, math or other subjects but they can simply complete homework and pass the class. Cheating is rampant under this system since students wait until the last minute to get work completed (there is no penalty for late work) and students work the system to pass the class.
—Submitted by a parent


Posted June 23, 2011

After attending the school for four years and have graduated in the top five of my Senior class of 2011, I am happy to say I am proud I attended SNTHS. The system the school works under is "PBL," or project based learning. Courses are taught through projects where students work in teams to complete a project assigned, later to present in front of the class to demonstrate what they have learned over the course of the project. The system is far more engaging than the traditional textbook system because it allows to critically think and work with other people to solve problems, which is made to reflect a workplace environment. The teachers are all very helpful, each one willing to work with every individual student to help them pass they classes. Although students might become rowdy at times, teachers are quick to solve the situation, and the manner they do it fully demonstrates the teacher's ability to work with students. The school's counselors and office staff are very helpful in getting you ready for college and internships, making the process much more easier so students can get a step ahead into college. I fully recommend this school to anyone who wants to succeed.
—Submitted by a student


Posted June 16, 2011

I absolutely love New Tech. I am now a Senior and enjoy every moment I spend there. It is literally my second home and I am happy I made the choice to go there. There are always fun activities, a great learning environment, amazing teachers/staff, and great students.
—Submitted by a student


Posted October 27, 2010

New Tech is a wonderful small school that trumps all other high schools with it's innovative project-based learning system, community-like society, and hard-working teachers who really care about their students.
—Submitted by a student


Posted October 27, 2010

I am a senior at SNTHS. I have been going to New Tech since my freshmen year. I love this school. The relationship I have with my teachers is amazing. I feel that I can always come to them for advice. The work environment is very calm and relaxing, which appeals to me and my personality. The things I learned at New Tech will stay with me forever. I will miss this school when I am gone.
—Submitted by a student


Posted September 13, 2010

My daughter is now a Junior and began as a freshman. I am very comfortable with her attending this school. The are unlike any school I have ever experienced and the fact that the kids of all kinds can be comfortable here is very refreshing. I am sure there are remarks and kids making fun of others (as there are "different" types here) but for the most part, I love that they can all be in one place and manage to interact. This is what the real word is about and when they are in the working environment, students will be well prepared. My daughter may struggle a bit as the classes are difficult but it only makes them work harder to acheive their potential. I would not want my daugher attending any other school. Most teachers are wonderful. Principal is great!
—Submitted by a parent


Posted June 4, 2010

As you have seen so far by the other reviews, the school doesn't have very good reviews. Hopefully, i can change that with my experience and this review. New Tech is a very good school, I'm currently a Sophomore there and I've had some up and down but overall the school is great. The principal is outstanding! She is one good principal. She's on top of everything and will not put up with anyones stupidity in judgments of others. She also will make you accountable for your choices. The teachers are great and very social. And the kids don't try to run the class, those students that try to run the class are the slackers. We do work in groups and you may end up with them, but overall it benefits in the end. Lastly overall the school is excellent and you will get far, so i recommend this school!
—Submitted by a student


Posted May 13, 2010

This school is good. But it is just not taught properly. Too much computers for children to be messing around and playing games on it because they know how to hack the school's firewalls/programs that block entertainment.
—Submitted by a student


Posted January 28, 2010

I was a student an the school is wonderful.
—Submitted by a student


Posted July 11, 2009

I find it interesting that someone says the requirements are lower than much schools, when in fact the graduation requirements exceed the typical graduation requirements of SCUSD schools. Students complete 12 college credits, complete 40 hours of community service, a 50 hour intership and are encouraged to take math every single year no matter how advanced they are. This school is difficult, but I have found a warm, welcoming place that I could not find in a larger school. The teachers are unique, young energetic human beings and the principal is amazing, truly the most involed principal I have ever seen. The school continues to improve as any school should, but New Tech is far superior to any public school in my opinion.
—Submitted by a student


Posted December 5, 2008

I had transferred out of this school in October. If you like small schools, you'll love new tech. Everybody knows everyone and the teachers get to know you personally. At the same time I ahd to give up many of my schedule choices and it is true that the students run the classes. At least I got technology and presentation experience. Overall, I would think real carefully about going to this school.
—Submitted by a student


Posted November 23, 2008

If you like working in groups with people who do not do their work, and you have to do everything just to save your grade, then this school is for you. There are fights there all the time and I learned very little from the classes. I felt dumb after completeing my math and science classes because their standards were so much lower than other high schools. Teachers had very little control over the class, and students misbehaved continuosly. No one cares about your academic future. When I was there, there was very little information about colleges. Even though this school is supposed to be a college prepartory school, they didn't promote going to UC's or CSUs. They need a seperate parking lot for students. All I learned from this school was how to use computers and I also took some college classes which were helpful.
—Submitted by a student


Posted June 12, 2008

Please leave your low expectations at the door when you come to New Tech. Having taught at SNTHS for two years, I got to know nearly every student by name...even the ones that weren't in my classroom on a daily basis. The staff is energetic, professional, and caring. When students first come to New Tech, they realize that it is a place like no other where everyone fits in. Trust, respect, and responsibility are the hallmarks of the school; all students can learn, all students are in charge of their education. At SNTHS, students are not just there to keep seats warm; Project Based Learning is designed to keep them engaged and to be active participants in their education. They learn collaboration, professionalism, and other important 21st Century skills. When they graduate from New Tech, students are prepared to be effective members of the community and in the workplace.
—Submitted by a teacher


Posted May 21, 2008

I don't know what the 'one star' parent saw, but my child is just about to graduate from this school after three amazing years. He started at a large school that really did have the kinds of problems that this other parent describes (regular fights, disengaged teachers, anonymous students). Whatever that parent saw on that day is NOT typical. When talking with other parents of students at this school, they repeatedly speak about the 'family' atmosphere and how comfortable they are with their students attending this school. It's the only urban public school that I know of (in this area) that has this kind of buy in by parents and students. Oh, and as for preparing students for the world of work - - no other school can match New Tech's focus on that one. Just visit the campus for yourself. You'll see how different it really is.
—Submitted by a parent


Posted May 13, 2008

I do wish some people gave this school another chance, the fights have stopped and the school is back to the amazing way it is. You will find violence and negativity at any school no matter where, it just seems more obvious here because its a small school. I love new tech with all my heart and im glad it's back on it's feet without any more problems. Ms.Hanzel is a fantastic principal who has taken all the steps to getting our school on the right track, away from those of the larger schools.
—Submitted by a student


Posted April 10, 2008

I am very disappointed in the this school. My two daughters were students, 9th and 11th grade and what they endured on a daily basis due to the negative atmosphere among the students was life changing for them. The teachers who also have to double as security guards due to the inadequate security especially. As a parent I spent all day on campus just last month in March and what I witnessed was so appalling I pulled my daughters out immediately. There were multiple fights, the classes were run by the students and not in good way, making it almost impossible for anyone learn or prepare for future in the workforce. What we were promised in the orientation by this school turned out to be false. This school has turned into a school for the districts student rejects. I will never recommend this school again.
—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

732

Change from
2012 to 2013

+13

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

6 / 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 its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

732

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

+13

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)

3 / 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)

6 / 10

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

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

57 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
12%

2011

 
 
6%

2010

 
 
5%
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.

51 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
39%

2011

 
 
12%

2010

 
 
45%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
18%

2010

 
 
24%
English Language Arts

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

79 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
62%

2011

 
 
40%

2010

 
 
51%
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.

21 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
60%

2011

 
 
0%

2010

 
 
21%
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.

14 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%
Algebra II

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

21 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
8%

2011

 
 
0%

2010

 
 
11%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
30%

2011

 
 
18%

2010

 
 
15%
Chemistry

The state average for Chemistry was 46% in 2013.

21 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
0%

2011

 
 
14%

2010

 
 
22%
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.

64 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
27%

2011

 
 
44%

2010

 
 
32%
Geometry

The state average for Geometry was 15% in 2013.

25 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
17%

2011

 
 
15%

2010

 
 
8%
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.

63 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
34%

2011

 
 
41%

2010

 
 
31%
World History

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

63 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
24%

2011

 
 
22%

2010

 
 
33%
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.

29 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
0%

2011

 
 
4%

2010

 
 
5%
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.

29 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
12%

2011

 
 
11%

2010

 
 
0%
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.

56 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
57%

2011

 
 
49%

2010

 
 
37%
Geometry

The state average for Geometry was 8% in 2013.

12 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
21%

2011

 
 
5%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
16%

2011

 
 
17%

2010

 
 
n/a
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
71%

2011

 
 
50%

2010

 
 
n/a
U.S. History

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

56 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
32%

2011

 
 
38%

2010

 
 
30%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students22%
Females17%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate29%
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 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 Students12%
Females4%
Males19%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)9%
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 Students53%
Females47%
Males58%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged50%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)54%
Parent education - college graduate67%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

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 Students34%
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)n/a
Economically disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
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 Students7%
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 disadvantaged9%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only9%
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 Students0%
Femalesn/a
Males0%
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 disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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 Students29%
Femalesn/a
Males42%
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 disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
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 Students51%
Females58%
Males45%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged45%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students12%
Females19%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
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 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 Students48%
Females39%
Males57%
African American27%
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)n/a
Economically disadvantaged40%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students37%
Females28%
Males47%
African American25%
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)n/a
Economically disadvantaged33%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)44%
Parent education - college graduate50%
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 Students10%
Femalesn/a
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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 Students10%
Femalesn/a
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only13%
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 Students36%
Females32%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged31%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability34%
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 graduate29%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students0%
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 disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

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

U.S. History

All Students32%
Females9%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged28%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)31%
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

English Language Arts

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

66 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
78%

2010

 
 
79%
Math

The state average for Math was 84% in 2013.

66 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
77%

2011

 
 
77%

2010

 
 
73%
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 Students86%
Females94%
Males78%
Gender Unknownn/a
African American79%
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged88%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students85%
Females88%
Males82%
Gender Unknownn/a
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)67%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged81%
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
Hispanic 53%
White 23%
Black 13%
Two or more races 5%
Asian 4%
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 73%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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and more! Get started »

School basics

School Leader's name
  • Eric Chapman
Fax number
  • (916) 433-2840

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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.

 
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1400 Dickson Street
Sacramento, CA 95822
Website: Click here
Phone: (916) 433-2839

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