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Teacher quality
Principal leadership
Parent involvement
Terrible school. Three fights in the same week during STAR testing. With all the drugs, alcohol, and smoking present, the administration needs to open their eyes and fix this school or shut down Rosemont for good.
—Submitted by a student
This school has a serious disaster on it's hands... and if they don't change something quickly... next year is shaping up to be a nightmare. I could easily estimate that 60% of the current Freshmen class is failing half to all of their classes... I've never witnessed such ignorance towards education from kids. If you're planning on sending your kids here Fall 2013 think again. The class just above them are ridiculous! Thank god juvenile hall is across the street! I will say this though... there are fantastic teachers on this campus that teach AP classes... AP English, AP Math, Algebra II teachers are fantastic! Physics teacher is incredible... but if your kid isn't bright enough to be in these classes... they'll have to hang out with all the other "saggy pant wearing low-life kids." At least once a week... there's a fight after school at the park around the corner.... kids are High in class, don't do their work, won't even attempt work, and could care less about education in general. I'm reading some of the comments below, and I can't believe some of these comments...
I wonder if the person who posted on December 15, 2011 about the assembly actually took the time to investigate the situation. I doubt it, because the situation they describe happened at the Rosemont High School in MINNESOTA! The YouTube posting of the incident and TV reports there in Minnesota are still available. Please take the time to report first person impressions, not smear a school through ignorance.
Blindfolded children and forced them to perform lewd acts with their parents for an assembly. Simply disgusting.
I am not at all impressed by Rosemont HIgh. My son is a Sophmore and although he struggles with Math and Science, the school really doesn't offer much to help me overcome the struggle. The tutoring offered is generic. Some of the material offered is not specific to the areas he's struggling with. Also, the school always reminds me that they have had severe budget cuts and that's why....there is no automotive program.......construction program.....individual tutoring.....etc. I understand budget cuts, but our kids still have to be educated and not treated as a number to get funding that sin't being used for the students. Its like a real bad case of fraud.
—Submitted by a parent
I think that the school has so much more potiential, there are some challenging teens and there are the ones that are really trying to get an education. My son had to go to summer school (private $600. for 8 weeks) to retake a class that is an essential for graduation. The first week he told me that some of the stuff he's reading, he didn't read the first time around at Rosemont. I'm not saying its only the teacher's fault, my son and I take responsibility also. But if a student is borderline (has to be motivated), try another school, if a student is self driven, they will succeed. And one parent cannot do it all, and if kids want to play sports, there is no transportation available afterwards. They are left to find rides and end up quitting sports and getting into trouble. And try volunteering at the school, being a single parent. Its very difficult to raise a responsible teen nowadays.
—Submitted by a parent
I've been attending RHS for the last three tears and I can honestly say the problems I've had in school were based around personal problems and not the schools ambiance. The teachers care about you but, you have to show interest. I wouldn't like too feel as if i was wasting their time as a student either. Teachers motivate the motivated I'm now the president of Key Club and CSF (California Scholarship Federation) and will be starting a math club, fashion club, and Operation Smile Club for my senior year. Don't blame the school blame the student. If you have the drive to succeed you can do it anywhere.
—Submitted by a student
I moved to Rosemont 4 years ago in preparation for my son to go to Rosemont High when he became of age. I had heard good things about the school at the time but unfortunately I have to say the school & the neighborhood is NOT what I was expecting. It's sad because I love my house & my landlords but I am in the process of inter district transferring my son to Folsom High next year & ultimately will most likely have to downgrade our living space to an apartment just so he can be raised in a MUCH better area. My son has told me there have been drank 40 ounce beer bottles in the bathroom, constant physical fights, drug sales & usage etc. The teachers, wow where do I start...out of all of my son's teachers I'd say only 2 of them actually seem to enjoy teaching these kids & care about them & have their best interest in mind. Most of them won't even respond to emails & I've had issues w/more than one about calling the students names already in my son's freshman year. There is rarely ever homework assigned which I feel should be important in high school.
—Submitted by a parent
I must disagree with the Mom who stated that Rosemont's staff is doing nothing to address student challenges with drug/alcohol problems. Many students today come to high school and middle school with substance use disorders and Rosemont High is one of the most progressive high schools in the county in terms of taking off the blinders and actually providing drug/alcohol treatment to their students on campus. Their School Counselors, Administrators, Faculty and staff are well educated and trained by a local youth provider in the area of adolescent substance abuse and addiction and this same agency has a FULL TIME Youth Addiction Specialist available to students on the RHS campus. RHS was the first in the County to have that and has been providing it for 5 years because they see the need. Kudos to them for not pretending like it isn't happening like so many other schools. Yes - there is still a long way to go - but if a student at RHS has a problem w/ substances - everyone on campus knows exactly where and how they can get help and it is FREE. Not bad. (this program costs the school, district, and students, families nothing - funding is through grants, medi-cal and free)
I have taught at Rosemont for 5 years after having taught in 3 other states over the past 25 years. I am very proud to be a teacher at RHS. I teach World History and Advanced Placement World History. I find my students to be respectful, responsive and willing to rise to the high standards I set in my classroom. I have never had a student who couldn't learn or wouldn't learn. The atmosphere throughout the school is caring, respectful and filled with positive energy. "It's good to be a Wolverine!"
—Submitted by a teacher
In my experience, Rosemont provides quality instruction and a positive learning environment in a safe and well cared for environment. The Rosemont students, staff, and parents I have met and worked with are pleased with the educational support and positive outcomes produced by this school.
This school is horrible. My son wants out of Rosemont due to all the lack of dicipline and all the gangs and drugs that are obviously allowed. Drugs and alcohol are ramped in this school, and I can't believe that none of the teachers or staff members are doing anything to prevent this. Definetly looking for another school
—Submitted by a parent
Just Moved here from the bay area this past summer, and decided to attend rosemont and i was dissapointed in my choice. thank god i am moving out. this school doesn't emphasize the meaning of "teaching". the first 4 months i was the there only learned a couple things. the teachers focus more on how there school looks rather than teaching the kids. Dont get me wrong some teachers teach, but the majority of them don't. If i was you i'd look into a better district outside of Sacramento. ELK GROVE all the way.
—Submitted by a student
The students with true potential are often overlooked and if they are starting to fall, it will continue to happen until the parent or atleast someone intervenes. School spirit is there but it feels fake.
—Submitted by a student
Honestly, this isn't a positive learning environment. Get out fast. Slowly I am starting to care less and hate school. I feel stupid even if I get As and Bs. Miss the block schedule. A lot of students are not motivated or simply do not care if the school becomes distinguished or recognized. Purposely ditching school on the STAR testing days and just playing the bubble game will get them nowhere. It also makes it feel like doing well is for nothing. Only a FEW teachers actually add some sort of review or preparation for the important big tests. There seems to be a huge divide between quality of education between the levels. Behavior has improved but nowadays, the administration focuses on overly punishing people for almost minuscule things instead of identifying bigger problems. Sometimes resources are so limited that it holds students back and continuity has yet to start. Winning TALKS A LOT at this school. So far I am only staying for the extracurricular activities, but overall if you are looking for a real education, go to somewhere outside of SCUSD if you can. :D
—Submitted by a student
I currently attend Rosemont and as a student I can tell you nothing is to be learned from this school. Some of the teachers are either incapable of teaching simply don't want to. Discipline is a joke, as are the arts (literally, kids joke about the arts). If you want a daycare to put your kid in it's perfect, but if you're looking for a real educational environment I'd such elsewhere. It lacks many of the basics every school should have (eg. a decent principal, a strict code of discipline that is actually enforced, a choir, etc). I am currently looking for a new school.
—Submitted by a student
I'm slowly watching my son fall through the cracks. It's very, very sad. He started out in all advanced classes as a freshman. Did not meet expectations. They dropped him down a level as a sophomore. He failed all classes. None of the teachers can keep him interested. I've been asking for help from counselors, teachers, admin -- since he was a freshman. They have limited resources and no one can really give me any alternatives. I'm digging around for myself before it's too late. You can't make a teen do anything he or she doesn't want to do. Maybe it isn't the school's fault but mine? I'll take responsibility for a big portion of it- but they get low scoring for not even identifying that he has a problem or having access to outside resources where I can go for help.
—Submitted by a parent
We were so happy when Rosemont was finally up and running, the reports from parents in the first few years were excellent. This was supposed to be a school where the students could learn a trade, the block schedule was pioneered at this school, our students were supposed to have all the advantages. The first 16 Teachers were proud of their school and their kids, they worked with the staff and counselors to keep the students on track. Then the District came in, budgets were cut, changes were made to the curriculum, the staff and the schedule. This year a Principal was brought in from a middle school in which she had been totally ineffective, I should know my daughter attended that school. She has not done anything to change my opinion. It is really sad that what started with such promise, has been allowed to die a slow death.
—Submitted by a parent
My son was a senior at Rosemont HS. I had to pull him out of the school because the teachers were discouraging him. They were very negative especially his counselor, who never placed him in the classes he requested. The principal was no help. It took weeks for me to get a response from her, even when I called the school district. Seniors are supposed to have priority over classes and there were younger kids placed in some of the classes he requested. If you are a minority, make sure you are being treated the same as everyone else.
—Submitted by a parent
I am currently a student at Rosemont. I love the block schedule, I'm a senior now and can say I've done great with it. I only have to worry about 4 classes at a time, which is great considering I play sports in the spring. Also, its really easy to be apathetic towards school when you do the same mundane things every day. So it's like a fresh start all over in February when we have new classes. Eight classes a year is great too! Not only do we get the core classes completed, we can have some electives as well. Most of the teachers are great, and the campus is kept clean. The SLCs are a joke though, and they should get rid of them. They didn't help me for a future career!Altogether its a good school though.
—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.
178 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
182 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
303 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.
102 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
316 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
155 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.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
319 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
340 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.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
320 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 | 28% |
| Females | 32% |
| Males | 24% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 37% |
| Students with disability | 8% |
| Students with no reported disability | 30% |
| English learner | 13% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 58% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 95% |
| Females | n/a |
| Males | 93% |
| 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 | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| 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 | 64% |
| Females | 55% |
| Males | 71% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 29% |
| Males | 31% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| 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) | 41% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 22% |
| Students with disability | 13% |
| Students with no reported disability | 36% |
| English learner | 15% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 57% |
| Females | 56% |
| Males | 58% |
| African American | 42% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| 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) | 66% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 68% |
| Students with disability | 29% |
| Students with no reported disability | 58% |
| English learner | 20% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 28% |
| 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 | 40% |
| Females | 31% |
| Males | 47% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 42% |
| 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 |
| 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 | 8% |
| Females | 9% |
| Males | 8% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 9% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 51% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 22% |
| Males | 28% |
| African American | 22% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 31% |
| Students with disability | 11% |
| Students with no reported disability | 27% |
| English learner | 12% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
| All Students | 32% |
| Females | 25% |
| Males | 41% |
| African American | 21% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | n/a |
| Males | 50% |
| 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 | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| 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 | 54% |
| Females | 58% |
| Males | 50% |
| African American | 44% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 59% |
| Students with disability | 27% |
| Students with no reported disability | 54% |
| English learner | 16% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 52% |
| All Students | 13% |
| Females | 12% |
| Males | 12% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 13% |
| English learner | 3% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 84% |
| 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 | 82% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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 | 56% |
| Females | 58% |
| Males | 55% |
| African American | 43% |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 69% |
| Students with disability | 14% |
| Students with no reported disability | 58% |
| English learner | 29% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 33% |
| All Students | 42% |
| Females | 37% |
| Males | 47% |
| African American | 30% |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 57% |
| Students with disability | 6% |
| Students with no reported disability | 47% |
| English learner | 24% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | 30% |
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 | 8% |
| 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 | 9% |
| 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 | 25% |
| Females | 16% |
| Males | 31% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | 23% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 45% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| 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 | 11% |
| Females | 3% |
| Males | 17% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 0% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| 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 | 14% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| 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 | 47% |
| Females | 45% |
| Males | 48% |
| African American | 18% |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 54% |
| Students with disability | 5% |
| Students with no reported disability | 49% |
| English learner | 12% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 28% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 29% |
| Males | 41% |
| African American | n/a |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 42% |
| Males | 65% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 36% |
| Males | 49% |
| African American | 29% |
| Asian | 61% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 51% |
| Students with disability | 9% |
| Students with no reported disability | 47% |
| English learner | 15% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 35% |
| 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.
344 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
343 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 | 81% |
| Females | 86% |
| Males | 77% |
| African American | 68% |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Declined to state | 96% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 87% |
| Economic Status Unknown | n/a |
| Students with disability | 34% |
| Tested with modifications | n/a |
| English learner | 53% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 84% |
| Females | 86% |
| Males | 83% |
| African American | 66% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | 96% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 51% |
| Tested with modifications | n/a |
| English learner | 70% |
| 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 disability
Students with no reported disability
English learner
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 | ||
|---|---|---|---|---|
| White | 42% | 28% | ||
| Hispanic or Latino | 23% | 49% | ||
| African American | 22% | 7% | ||
| Asian | 8% | 8% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 49% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 37% | 85% | ||
| Russian | 20% | 0% | ||
| Ukrainian | 7% | 0% | ||
| Armenian | 5% | 1% | ||
| Cantonese | 4% | 2% | ||
| All other non-English languages | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Hmong | 3% | 1% | ||
| Korean | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Hindi | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Mien (Yao) | 1% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| German | 0% | 0% | ||
| Indonesian | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Samoan | 0% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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9594 Kiefer Boulevard
Sacramento,
CA 95827
Phone: (916) 228-5844
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