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Teacher quality
Principal leadership
Parent involvement
Sac High puts Students first and the proof is in the school statistics. Need I say more? See for yourself.
—Submitted by a parent
First time my daughter ever made honor roll. This school knows just how to motivate these kids and graduate them to universities. I highly recommend it!
—Submitted by a parent
I have a 9th grader at Sac High. Initially I was concerned about the neighborhood, as it is in Old Oak Park. However, I have now come to understand that Sac High plays a crucial role in this neighborhood and the mix of children from ALL economic levels creates an academically rich and diverse community in which to learn. Sac High prides itself on being the #1 school in college placement for minority children. In fact more than 95% of our children were accepted into 4 year colleges last year and more than 50% of our athletes received full ride scholarships. The curriculum is rigorous and the instructors are top notch. Our new principal is a Harvard graduate who has recruited teachers from Harvard, Stanford, Cal Berkeley, and UCLA. Discipline is second only to academics and you will never walk into an unruly classroom, or find children inattentive, as this is a school for serious students who are college bound. I highly recommend Sac High for children of all races and economic levels.
—Submitted by a parent
I am a student at Sac High who was suppose to go to Kennedy. I chose Sac High because I know most of the 9th graders that go to Kennedy and I know that most of them are not serious about school. I wanted to go to a school where rowdy and disruptive students were not allowed because I have been going to school with children like that for a long time while in MLK and SES. At Sac High education is the most important thing and they have college recruiters checking out our grades at least once a month. As a 9th grader I have already been scouted by Stanford, Oregon, & CAL because I have a 3.8 gpa. I have also been recruited by all of the HBC's, San Jose, and San Diego State. I can enjoy school knowing that I will definitely be offered a scholarship to a school that can help me achieve my goal to be an environmental attorney.
—Submitted by a student
My son entered the 9th grade academy, and Im really impressed with the school. The teachers motivate students. I really like that they use uniforms and enforce the rule. The counselors are great and have constant communication with the parents.
—Submitted by a parent
I have a student in who is attending the "School of Fine Arts". This school is a little deceptive when advertising their programs. There are not any drama classes, music classes, nothing to do with the fine Arts. With the exception of "drawing" The school advertised free uniforms, free lab tuition for low income students which it was a way to get your student enrolled in their school. Yes I can admit the teachers and staff prepare our students for the college world, although reviewing the states test results, it's like comparing apples to oranges. How can one Pass the exit Exam in 10th grade, and then later score below in the Standarized Testing. I've invested and wasted several hundred dollars in transportation, uniforms, and my student has not accomplished anything. I was better off having my student attend our local high school (with probably better results).
—Submitted by a parent
I am currently a junior at Sac High in the small school of La and Public service. Sac High is an amazing school for a student who wants to excell with tools given by sac high to succeed and achieve thier dreams and life long goals. My experience at sac high has been a phenomenal one all 3 years. Throught Sac high i have had the ability to meet with prominment figures of this country for example Rev. Jesse Jackson, Sec. of education under Barack Obama Arnie Duncan, and the daughter of the phenmonal Mratin Luther King Berniece King. Iv'e maintained a 3.6 GPA while playing 2 sports with 2 AP classes, that I know will get me far and into my dream school UCLA, Stanford, and Columbia. Sac have has taught me very important things. Sa high is an amazing school for any student who wants to succeed.
—Submitted by a student
I am now a junior at Sac High. Class of 2011. My years at that school so far has been incredible. I love the classes I have every year and I have been holding down a 3.9 gpa since freshman year. I love the close relationships with my priciple because he always knows whats going on. He notices little things you wouldnt thinkhe would with a scool that big with that many students. Like I'll be walking down a hall or something and all you hear is his voice saying,'Hey! Why were you absent yesturday?' you would hear that alot coming from him becauses he really pays attention to his students and really knows them and there situations. He will randomly ask people about there grades and what they need to do to make then better.. He encourages people everyday to finish strong and keep going full force.. MEHS all day!!
—Submitted by a student
This school has been the perfect fit for my student. The advisory class they attend each day has motivated him into wanting to succeed and attend a University. He has been able to get assistance in ALL subjects when needed. The teachers DO care about the students and most go above and beyond the teachers at other schools my children have attended. My dealings with the administration have so far all been to my satisfaction and they seem to be very consciencious.
—Submitted by a parent
I attended Sac High. The courses must have been watered down as I passed the courses easily. Now that I am in enrolled at UC Davis I have found out that my skills are not what I thought that they were. The remedial courses that I am now taking are nothing like the courses that I took at Sac High. When I asked my former teacher why, the answer was 'you got into college'. I would rather have been held accountable for the information I was supposed to know.
—Submitted by a student
This is the best school you can send your child. Im a loving, caring, mother that is very serious when it comes down to grades and school stuff and i must say im always impressed and never surprised because in my mind ive always had high expectations for this school.
—Submitted by a parent
I'm a graduating senior this year and all tho I've had my little tiffs with the administration on more than one occasion, this really is an excellent school. This really is a college preparatory school. The reason I say that this is an above average school is because they really do go above and beyond when it comes to support to make sure that you not just go to college but succeed.
—Submitted by a student
I have a daugther who is a attending Sac High for the second year, all she does is talks about the school and everything that goes on there. She was able to go to New York this year to help open a charter school there. Her G.P.A. has jumped it is 3.65 now. That because she wants to go there and enjoys all of her teachers. You can be average at any school but Sac does not accept average.
—Submitted by a parent
This year was the first year for my grandchildren whom I enrolled in the MEHS school. Both of them have done very well. The teachers are interested in the children. I like the powerpoint every week and it helps to e-mail the teachers and get a response. I find that this is so effective and I can nip what ever problem there is right away. The principal of health sciences took some juniors to southern California to look at campuses there, my grandaughter who aspires in the medical field was very impressed with UCLA this gives her a goal. Thank you Mr.D. I appreciate Sacramento High in keeping my child safe. I took them out of another school because of the fighting and atmosphere, I do not get the reports of the same at Sacramento High School. Thank you Kevin. Winnie Rose
—Submitted by a parent
I have a 16 y.o. at Sacramento High School and he is doing fantastic. He talks of going to college often and is encouraged by the students who have already been accepted into 4 year Universities. I feel good, as a parent, knowing my son has goals. And with the help of Sacramento High School he will meet his goals academically and socially.
—Submitted by a parent
I have a grandson that goes to Sac Hi and I feel that it is number 1. This school is for young people that want to learn and get ready for college. The teachers work with the parents to help the children. Parents involvement is very important for the young people at this school. My daughter is very much involve with Sac hi. My younger grandsons goes to PS7 and are doing great. Thank God for Kevin Johnson and his dream. If a child wants to learn and you care about their education PS7 and Sac Hi. Paula Shelton
—Submitted by Paula Shelton, a parent
I graduated from Sac High last year. Lame leadership, some solid teaching and no extra activities except in the arts. It's not any better than when it was a SCUSD school.
—Submitted by a former student
My son's education has been enriched by this school. What St. Hope has done here has been amazing. The school is divided into several 'small schools', allowing children to elect a course of study focused around their interests and goals. It's like a college. The school emphasizes college readiness. However, like most public supported schools, it lacks the resources to provided start of the art equipment and facilities for the children. The level of parent involvement is not as great, given the type of community that the school is housed in. But I wouldn't trade this one for my neighborhood school! Lots of support for kids from teachers who really do care! Amazing!
—Submitted by a parent
Sac High has a great vision, and although they are not there yet, I believe they soon will be. The faculty is very involved in it's students and provide many ways to help a child grow and improve. The Arts program needs better teachers and structure in the classes. I don't feel my son benefited at all from being in jazz & comp in the Fall.
—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.
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.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
211 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
210 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.
38 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.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
195 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
196 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
185 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
202 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
58 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
210 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 | 46% |
| Females | 54% |
| Males | 37% |
| African American | 43% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 44% |
| Students with disability | 0% |
| Students with no reported disability | 50% |
| English learner | 31% |
| Fluent-English proficient and English only | 47% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 | 50% |
| Males | 45% |
| African American | 44% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 51% |
| Students with disability | 12% |
| Students with no reported disability | 51% |
| English learner | 30% |
| Fluent-English proficient and English only | 49% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | 34% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | 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 |
| 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 | 54% |
| Males | 41% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 26% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 34% |
| Parent education - graduate school/post graduate | 41% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | 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 |
| 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 | 26% |
| Females | 40% |
| Males | 17% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| 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) | 25% |
| 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 |
| 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 |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | 30% |
| Females | 23% |
| Males | 39% |
| African American | 27% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| 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) | 38% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 74% |
| Males | 50% |
| African American | 71% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| 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) | 75% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 65% |
| Males | 52% |
| African American | 48% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| 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) | 56% |
| 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 |
| 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 |
| 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 |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 |
| All Students | 50% |
| Females | 47% |
| Males | 55% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 33% |
| Fluent-English proficient and English only | 52% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | 50% |
| All Students | 11% |
| Females | 13% |
| Males | 9% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | 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 no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 57% |
| Females | 55% |
| Males | 60% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 60% |
| Students with disability | 0% |
| Students with no reported disability | 61% |
| English learner | 53% |
| Fluent-English proficient and English only | 57% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 50% |
| All Students | 64% |
| Females | 59% |
| Males | 71% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 62% |
| Students with disability | 29% |
| Students with no reported disability | 66% |
| English learner | 37% |
| Fluent-English proficient and English only | 67% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | 53% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| 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 |
| 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 |
| All Students | 33% |
| Females | 36% |
| Males | 30% |
| African American | 27% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| 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 |
| 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 | 49% |
| Females | 46% |
| Males | 53% |
| African American | 46% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 40% |
| Fluent-English proficient and English only | 50% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 39% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | 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 |
| 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 | 46% |
| Females | 45% |
| Males | 48% |
| African American | 44% |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 52% |
| Students with disability | 0% |
| Students with no reported disability | 50% |
| English learner | 25% |
| Fluent-English proficient and English only | 48% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | 52% |
| All Students | 7% |
| Females | 3% |
| Males | 10% |
| African American | 9% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| 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) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 38% |
| Males | 38% |
| African American | 20% |
| 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 | 45% |
| 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 | 38% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | 69% |
| Females | 63% |
| Males | 77% |
| African American | 70% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 78% |
| Students with disability | 10% |
| Students with no reported disability | 76% |
| English learner | 56% |
| Fluent-English proficient and English only | 71% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 75% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 |
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.
186 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
188 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 | 90% |
| Females | 94% |
| Males | 84% |
| African American | 90% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | 100% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | n/a |
| Students with disability | 54% |
| Tested with modifications | n/a |
| English learner | 69% |
| Language Fluency Unknown | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 87% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | 92% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | n/a |
| Students with disability | 31% |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | 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
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | ||
|---|---|---|---|---|
| African American | 56% | 7% | ||
| Hispanic or Latino | 23% | 49% | ||
| Multiple or No Response | 7% | 3% | ||
| Asian | 6% | 8% | ||
| White | 5% | 28% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Filipino | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 57% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| Hmong | 12% | 1% | ||
| Mien (Yao) | 5% | 0% | ||
| Vietnamese | 4% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Tongan | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 5 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 68% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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Tips for understanding school culture
| Dress Code |
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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.
2315 34th Street
Sacramento,
CA 95817
Website: Click here
Phone: (916) 277-6200
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