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GreatSchools Rating

Rosemont High School

Public | 9-12

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 10 ratings

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34 reviews of this school


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Posted January 19, 2014

I am a junior at Rosemont High school. And there are wonderful AP classes and courses that prepare you for college. The students are about what you see at other schools. There are students that don't care about school, then there are students that really care about their education. I love the sports overall. The fields are great and there is no major alcohol or drug issues. There are police on campus just like other high schools. There hasn't been a fight since two years ago. This is a great school and I highly recommend it to future students


Posted May 3, 2013

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


Posted April 7, 2013

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...


Posted November 12, 2012

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.


Posted December 15, 2011

Blindfolded children and forced them to perform lewd acts with their parents for an assembly. Simply disgusting.


Posted December 3, 2011

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


Posted July 29, 2011

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


Posted July 27, 2011

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


Posted March 16, 2011

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


Posted March 4, 2011

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)


Posted March 3, 2011

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


Posted March 3, 2011

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.


Posted February 5, 2011

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


Posted January 27, 2011

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


Posted December 30, 2010

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


Posted December 30, 2010

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


Posted December 15, 2010

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


Posted August 18, 2010

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


Posted May 19, 2010

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


Posted May 18, 2010

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


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

726

Change from
2012 to 2013

-14

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

8 / 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 did not meet 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 did not meet all student subgroup API targets for 2013

This school's
API score

726

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

-14

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)

4 / 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)

8 / 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.

195 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
28%

2011

 
 
25%

2010

 
 
18%
Algebra II

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

24 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%

2011

 
 
80%

2010

 
 
79%
Biology/Life Sciences

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

197 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
64%

2011

 
 
74%

2010

 
 
64%
Earth Science

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

184 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
31%

2011

 
 
19%

2010

 
 
19%
English Language Arts

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

346 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
57%

2011

 
 
53%

2010

 
 
50%
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.

129 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
40%

2011

 
 
45%

2010

 
 
36%
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.

22 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
8%

2011

 
 
10%

2010

 
 
12%
Algebra II

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

96 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
51%

2011

 
 
39%

2010

 
 
20%
Biology/Life Sciences

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

172 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
26%

2011

 
 
26%

2010

 
 
33%
Chemistry

The state average for Chemistry was 46% in 2013.

129 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
32%

2011

 
 
36%

2010

 
 
32%
Earth Science

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

15 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
32%

2011

 
 
29%

2010

 
 
23%
English Language Arts

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

288 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
54%

2011

 
 
42%

2010

 
 
44%
Geometry

The state average for Geometry was 15% in 2013.

153 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
13%

2011

 
 
19%

2010

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

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

18 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
84%

2011

 
 
80%

2010

 
 
69%
Science

The state average for Science was 54% in 2013.

289 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
56%

2011

 
 
40%

2010

 
 
40%
World History

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

325 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
42%

2011

 
 
36%

2010

 
 
40%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

14 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
8%

2011

 
 
0%

2010

 
 
4%
Algebra II

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

88 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
25%

2011

 
 
24%

2010

 
 
6%
Biology/Life Sciences

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

17 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
31%

2011

 
 
23%

2010

 
 
29%
Chemistry

The state average for Chemistry was 32% in 2013.

76 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
11%

2011

 
 
12%

2010

 
 
19%
Earth Science

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

2013

 
 
n/a

2012

 
 
18%

2011

 
 
20%

2010

 
 
36%
English Language Arts

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

273 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
47%

2011

 
 
47%

2010

 
 
38%
Geometry

The state average for Geometry was 8% in 2013.

21 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
0%

2011

 
 
9%

2010

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

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

103 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
35%

2011

 
 
28%

2010

 
 
27%
Physics

The state average for Physics was 58% in 2013.

85 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
53%

2011

 
 
52%

2010

 
 
78%
U.S. History

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

294 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
43%

2011

 
 
49%

2010

 
 
46%
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 Students7%
Females8%
Males6%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)2%
Economically disadvantaged7%
Not economically disadvantaged6%
Students with disability0%
Students with no reported disability7%
English learner14%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)3%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students92%
Females100%
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 disadvantaged88%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students57%
Females53%
Males62%
African American47%
Asian68%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged58%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate47%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)56%
Parent education - college graduate65%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Earth Science

All Students20%
Females19%
Males21%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged21%
Not economically disadvantaged19%
Students with disability5%
Students with no reported disability25%
English learner13%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)18%
Parent education - college graduate32%
Parent education - graduate school/post graduate9%
Parent education - declined to staten/a

English Language Arts

All Students58%
Females62%
Males54%
African American36%
Asian83%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged58%
Not economically disadvantaged59%
Students with disability15%
Students with no reported disability60%
English learner15%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate47%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)64%
Parent education - college graduate67%
Parent education - graduate school/post graduate65%
Parent education - declined to state31%

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
Not 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 Students24%
Females27%
Males22%
African American15%
Asian33%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged23%
Not economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduate17%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)18%
Parent education - college graduate33%
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
Not 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
Not 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
Not 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 Students14%
Females27%
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 disadvantaged15%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
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

Algebra II

All Students28%
Females20%
Males35%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged30%
Not economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented48%
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)34%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students23%
Females22%
Males23%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged19%
Not economically disadvantaged30%
Students with disability7%
Students with no reported disability27%
English learner0%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)35%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Chemistry

All Students31%
Females23%
Males40%
African American16%
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)35%
Economically disadvantaged24%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate18%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)29%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students27%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
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 Students50%
Females54%
Males47%
African American39%
Asian64%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged44%
Not economically disadvantaged60%
Students with disability23%
Students with no reported disability52%
English learner5%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate44%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)56%
Parent education - college graduate60%
Parent education - graduate school/post graduate46%
Parent education - declined to state27%

Geometry

All Students8%
Females6%
Males9%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged7%
Not economically disadvantaged11%
Students with disability0%
Students with no reported disability9%
English learner8%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talented40%
Parent education - not a high school graduate6%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)13%
Parent education - college graduate7%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students100%
Femalesn/a
Males100%
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
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 Students49%
Females47%
Males50%
African American42%
Asian64%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged39%
Not economically disadvantaged66%
Students with disability17%
Students with no reported disability50%
English learner11%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate21%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)60%
Parent education - college graduate56%
Parent education - graduate school/post graduate38%
Parent education - declined to state28%

World History

All Students45%
Females37%
Males52%
African American31%
Asian60%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged40%
Not economically disadvantaged53%
Students with disability8%
Students with no reported disability51%
English learner19%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate31%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)49%
Parent education - college graduate58%
Parent education - graduate school/post graduate44%
Parent education - declined to state29%
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 Students29%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students10%
Females9%
Males11%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged12%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability10%
English learner29%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students12%
Femalesn/a
Males18%
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 disadvantaged8%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only18%
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 Students19%
Females10%
Males27%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged9%
Not economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability19%
English learner17%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)22%
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
Not 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 Students50%
Females55%
Males43%
African American35%
Asian37%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged46%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability51%
English learner15%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate42%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)59%
Parent education - college graduate63%
Parent education - graduate school/post graduate61%
Parent education - declined to state23%

Geometry

All Students19%
Femalesn/a
Males14%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)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 Students50%
Females52%
Males47%
African American55%
Asian67%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged53%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate39%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)43%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students64%
Females61%
Males66%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged58%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate47%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)78%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students56%
Females53%
Males61%
African American42%
Asian50%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged49%
Not economically disadvantaged71%
Students with disability9%
Students with no reported disability63%
English learner30%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate47%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)64%
Parent education - college graduate65%
Parent education - graduate school/post graduate65%
Parent education - declined to state57%

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
Not 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.

332 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
81%

2011

 
 
80%

2010

 
 
80%
Math

The state average for Math was 84% in 2013.

330 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
84%

2011

 
 
81%

2010

 
 
84%
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 Students75%
Females73%
Males76%
Gender Unknownn/a
African American61%
Asian87%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Declined to state81%
Economically disadvantaged72%
Not economically disadvantaged80%
Economic Status Unknownn/a
Students with disability25%
Tested with modificationsn/a
English learner51%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students76%
Females74%
Males79%
Gender Unknownn/a
African American57%
Asian80%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Declined to state81%
Economically disadvantaged73%
Not economically disadvantaged84%
Economic Status Unknownn/a
Students with disability27%
Tested with modificationsn/a
English learner58%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 34%
Hispanic 30%
Black 18%
Asian 7%
Two or more races 6%
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 71%N/AN/A
English language learners 10%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Cooking/Nutrition teacher(s)
Music teacher(s)
Nurse(s)
Teacher aid/assistant teacher
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
Visual arts
  • Ceramics
  • Photography
Music
  • Band
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • French
  • Japanese
  • Spanish

Health & athletics

Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Nurse(s)
School facilities
  • Garden/Greenhouse
  • Swimming pool
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

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

School basics

School Leader's name
  • Leise Martinez
Fax number
  • (916) 228-5733

Programs

Foreign languages taught
  • French
  • Japanese
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Cooking/Nutrition teacher(s)
  • Music teacher(s)
  • Nurse(s)
  • Teacher aid/assistant teacher
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Art room
  • Cafeteria
  • College/career center
  • Computer lab
  • Garden/Greenhouse
  • Swimming pool
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

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

Sports

Boys sports
  • Basketball
  • Cheerleading
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Golf
  • Soccer
  • Softball
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Visual arts
  • Ceramics
  • Photography
Music
  • Band
Performing arts
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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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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9594 Kiefer Boulevard
Sacramento, CA 95827
Phone: (916) 228-5844

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