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Teacher quality
Principal leadership
Parent involvement
The teachers are great and have helped me succeed in all of my classes. The administration on the other hand is completely ridiculous. They are always rude to my parents and I. The new policies they put in this year lower student morale and are the reason a lot of my friends have transferred to different schools. For instance, the tardy policy, students get in more trouble for being tardy to class than for ditching class. The students are friendly and cooperative. The campus is pretty nice too. Thank go for the awesome janitors.
Where do I start ????? The parents website is never current I have e-mailed every single teacher and not 1 has responded to me with my concerns with my daughters grades none of the teachers have ever called me or tried to reach out to me when it comes to my daughters grades I'm not in any way making exuses for my child she is also responsible for her work but really not 1 teacher can reach out as just being concerned ? I have decided that home school might just be a better option for me At least I know work is being done I'm very disappointed in the teachers at this school
—Submitted by a parent
Beautiful facility, $52.4 million when it was constructed in 2004. Teachers are for the most part professional and caring. Several however are an absolute nightmare to deal with and are not even liked by their peers. Principal is not as good as previous ones, control seems to be the reason he was put in place but I'm not sure to control what. I wouldn't say Inderkum has any more or less than the typical problems that can be created by kids and their parents. Previous VP/AD was a disaster and former AD was reinstated to clean up the mess. Football is king at school (10 varsity coaches, three teams total). Baseball and softball are the stepchildren of the school and district. Paid for umpires only for 10/11 season. Hats, uniforms and balls were paid for at Inderkum by parents and fundraisers. Varsity and JV baseball each had only one coach, community is starting to support baseball better though. Academics range from outstanding to poor depending upon parent and student proactivity. Many kids live outside of school boundary and should be attending Grant or Natomas, a sore spot with local community. Constant turnover in the superintendant's office, slow responsiveness.
—Submitted by a parent
Any post regarding administration which was written before the 2010-11 school year should not be considered since all those positions are filled with new people who are doing an incredible job!
—Submitted by a teacher
Best School in the region, beats non-city schools by miles! Great institution, 2nd Most Diverse school in the nation!( Natomas High is 3rd) Parents should consider this school over ANY charter school, definitely THE Best!
—Submitted by a student
I have found the teachers to be absolutely receptive. My daughter has excelled at Inderkum, having come from a Charter school environment we were at first, worried. The science programs and leadership have been excellent. I don't know what the review 'submitted by a teacher' 9/8/08 could be slamming the entire department like that. That review should be eliminated. There is a young and energetic teacher group. The PE and sports programs deserve double kudos. Yes, a diverse school and one that we feel has broadened our horizons. We could have stayed with Charter schools, but I think this has been a better 'life experience' for my daughter.
—Submitted by a parent
I agree with one of the other parent's assessment of the administration. They never return your phone calls. We finally have to appear on locations just to have a conversation. Email messages left on power school are generally not responded to, I have to follow-up with a phone call. The school environment is good, but it take an enormous amount of effort to keep the lines of communication open with councilors and teachers. I rarely receive mail from the school.
—Submitted by a parent
My son attends Inderkum and I have been pleased. He has been on the principals list every year that he has attended, he has received many awards as well. But the key is that he has a full understanding that high school has a purpose....to get into college. Sure there are mice...there are mice in all schools. The teachers vary. Some awesome, some not so great but overall I have been pleased. He has excelled in math and English. I love that the school is diverse and my son has had no problems with fighting, arguing, etc.. I am moving back to the Bay Area but if I were staying, I would send my other two children to Inderkum without a problem. Mrs. King is a jewel!
—Submitted by a parent
As it is with most things, the majority of reviewers are passionate about the school in one direction or the other. The truth lies somewhere in the middle. Is the school perfect? Of course not. Neither is it the rat hole that some make it out to be. It is a modern inner city school with all the inherent problems that pertain thereto. It is also an extremely diverse student body with little or no racial problems. What racial problems we have are mostly within ethnicities, not between them. We have a yo0ung administrative team who are doing a better job each day, and a young impatient staff who wants all the problems cured immediately. Patience is a virtue that we all need to practice, and Inderkum will assume its place with the best high schools in the city
—Submitted by a teacher
I graduated from Inderkum in 2007, and I have to say that it is a great school. Parents who say that teacher's do not help, that is entirely untrue. If students look for teachers help they will help you. They always ask for questions during class and are there after school and during prep periods. I am glad I attended this school, I learned so much and have had such impressive jobs that I would never have dreamed of having, and it is because of the great education that they gave. Right now College is so easy, and I owe it all to this school. The real people to blame if things do not go well is the school district, these teacher's do with what they have and also the level of dedication that students have to learn.
—Submitted by a student
Inderkum High School administration department on a scale of 1-10 is a 4. They do not return phone calls. When meetings are stetup they are always late. Thy try to hide the challenges from the school district. The district office should look into the operations.
—Submitted by a parent
The school is wonderful and the teachers, staff and administration are great. This is one of the best schools I have been too. I love this school and would not want to leave.
—Submitted by a student
Excellent school with excellent administration, staff and teachers! The building itself is 'green' with environmental appreciation and high standards. The students are inclusive in community and focus on academics, honors, athletics, performing arts, science, math, college / technical prepatory and overall take 'Tiger Pride' in themselves and their school! For a new school going into it's 5th year (I think), it has been a 'process of growth and development' for high standards, good community relations and overall good learning environment for its students with excellent teachers, staff and administration!
—Submitted by a parent
I have a 16 year old chid that has been recently diagnoised with ADD. The staff has been exceptionaly hellpful. Coach Ward, wonderful. VP Mrs. King wonderful. This is very dificult time period for our family. Thank you staff at Inderkum. God Bless you all!
—Submitted by a parent
I was a student of Inderkum High School last year, and I'm more than happy that I've left. As a student, I felt that the lack of student teacher connections was one of the many reasons why I wasn't doing so well in school. I felt that the teachers were just trying to meet state standards, but not really teaching it to students. The environment is terrible. I have never been to a place where drug substances and the party scene were more valued than an education. A majority of Inderkum students support the idea. Now I go to NP3 and am very satisfied with my 4.0 GPA, thanks to the help of my teachers whom keep a close eye on students and make sure they're not slacking behind. Unlike Inderkum, NP3 does not associate people by groups because we are all very close and no better than to do so.
—Submitted by a student
My daughter is a Freshman at Inderkum. We were pleased with the classes offered and the open commiunication between school and family. My daughter plays basketball and has had a very positive experience with the sports program. I also enjoyed the season and also made friends with fellow parents. It was also nice to see the pricipal and other teacher attend the girls games. The overall feel of this school for my family is a very positive one.
—Submitted by a parent
Facilities are top notch and so are the faculty and students. Currently ranked #1 High School in the State of California
—Submitted by a parent
I personally learned a lot from Mr. Landon, my math teacher. I respect him and admire his dedication to his students. Inderkum is definitely better than Natomas High, in my opinion!
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% 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 25% in 2012.
202 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
335 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.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
105 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
331 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
134 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.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
331 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
336 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.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
395 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
74 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
399 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
15 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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 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 |
| 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 9% |
| Females | 9% |
| Males | 9% |
| African American | 12% |
| Asian | 5% |
| Filipino | 7% |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 13% |
| Students with disability | 0% |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 50% |
| 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 | 50% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 92% |
| Males | 85% |
| African American | 93% |
| Asian | 92% |
| Filipino | 81% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 86% |
| All Students | 47% |
| Females | 49% |
| Males | 45% |
| African American | 32% |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
| All Students | 57% |
| Females | 65% |
| Males | 49% |
| African American | 44% |
| Asian | 70% |
| Filipino | 61% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 69% |
| Students with disability | 16% |
| Students with no reported disability | 59% |
| English learner | 4% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 59% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| 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 | 0% |
| 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 | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 32% |
| Males | 19% |
| African American | 6% |
| Asian | 34% |
| Filipino | 31% |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 5% |
| Females | 3% |
| Males | 7% |
| African American | 0% |
| Asian | 7% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 28% |
| Females | 32% |
| Males | 25% |
| African American | n/a |
| Asian | 36% |
| Filipino | 41% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 53% |
| Females | 46% |
| Males | 60% |
| African American | 40% |
| Asian | 66% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
| All Students | 78% |
| Females | 76% |
| Males | 80% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 50% |
| Males | 53% |
| 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 | 39% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 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 | 47% |
| Males | 49% |
| African American | 39% |
| Asian | 51% |
| Filipino | 70% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 48% |
| Students with disability | 7% |
| Students with no reported disability | 50% |
| English learner | 25% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 13% |
| Females | 7% |
| Males | 18% |
| African American | 9% |
| Asian | 23% |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 12% |
| All Students | 67% |
| 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 | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 51% |
| Males | 56% |
| African American | 35% |
| Asian | 62% |
| Filipino | 79% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 54% |
| Students with disability | 7% |
| Students with no reported disability | 56% |
| English learner | 32% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 36% |
| Females | 28% |
| Males | 45% |
| African American | 18% |
| Asian | 49% |
| Filipino | 55% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 40% |
| Students with disability | 10% |
| Students with no reported disability | 38% |
| English learner | 12% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 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 | 7% |
| Females | 5% |
| Males | 8% |
| African American | 4% |
| Asian | 4% |
| Filipino | 7% |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 3% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 54% |
| Females | 55% |
| Males | 52% |
| African American | 43% |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 49% |
| Males | 66% |
| African American | 57% |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 21% |
| Females | n/a |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 51% |
| Males | 34% |
| African American | 34% |
| Asian | 41% |
| Filipino | 35% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 47% |
| Students with disability | 0% |
| Students with no reported disability | 45% |
| English learner | 3% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 9% |
| Females | 9% |
| Males | 10% |
| African American | 5% |
| Asian | 13% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 17% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 35% |
| Females | 30% |
| Males | 43% |
| African American | n/a |
| Asian | 20% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| All Students | 47% |
| Females | 48% |
| Males | 48% |
| African American | 36% |
| Asian | 41% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 30% |
| Males | 32% |
| African American | 21% |
| Asian | 33% |
| Filipino | 32% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 35% |
| Students with disability | 3% |
| Students with no reported disability | 33% |
| English learner | 3% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 8% |
| Females | n/a |
| Males | 0% |
| 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 | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
348 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
340 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 | 87% |
| Females | 89% |
| Males | 85% |
| African American | 83% |
| Asian | 86% |
| Filipino | 94% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | 84% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 87% |
| Economic Status Unknown | 85% |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 45% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 85% |
| Females | 83% |
| Males | 86% |
| African American | 68% |
| Asian | 92% |
| Filipino | 97% |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 78% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 71% |
| Students with disability | 33% |
| Tested with modifications | n/a |
| English learner | 73% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 30% | 7% | ||
| Hispanic or Latino | 21% | 49% | ||
| Asian | 19% | 8% | ||
| White | 16% | 28% | ||
| Filipino | 8% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 61% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 31% | 85% | ||
| Punjabi | 21% | 1% | ||
| Filipino (Pilipino or Tagalog) | 11% | 1% | ||
| Urdu | 6% | 0% | ||
| Vietnamese | 6% | 2% | ||
| All other non-English languages | 5% | 1% | ||
| Hindi | 4% | 0% | ||
| Arabic | 2% | 1% | ||
| Hmong | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| French | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Pashto | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Taiwanese | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2500 New Market Drive
Sacramento,
CA 95835
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