Advertisement

GreatSchools Rating

Inderkum High School

Public | 8-12 | 1666 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please indicate your relationship to the school.
Please read and accept our Terms of Use to join GreatSchools.
Indicates a required field

20 reviews of this school


Sort by:
Show reviews by:
Posted April 11, 2012

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.


Posted January 17, 2012

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


Posted September 19, 2011

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


Posted April 6, 2011

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


Posted September 16, 2010

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


Posted September 2, 2009

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


Posted June 15, 2009

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


Posted March 14, 2009

not great environment and horrible teachers
—Submitted by a student


Posted December 28, 2008

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


Posted November 29, 2008

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


Posted October 16, 2008

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


Posted October 2, 2008

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


Posted September 1, 2008

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


Posted June 27, 2008

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


Posted January 12, 2008

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


Posted October 4, 2007

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


Posted January 6, 2007

Inderkum high school is such a great school.
—Submitted by a parent


Posted February 10, 2006

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


Posted October 26, 2005

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


Posted August 16, 2005

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

734

Change from
2011 to 2012

+11

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

734

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+11

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

4 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

202 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
11%

2010

 
 
8%

2009

 
 
5%
Algebra II

The state average for Algebra II was 69% in 2012.

18 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
73%

2010

 
 
45%

2009

 
 
34%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

90 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
72%

2010

 
 
61%

2009

 
 
56%
Earth Science

The state average for Earth Science was 39% in 2012.

87 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
33%

2010

 
 
30%

2009

 
 
21%
English Language Arts

The state average for English Language Arts was 57% in 2012.

335 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
53%

2010

 
 
47%

2009

 
 
50%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

16 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
n/a

2009

 
 
11%
Geometry

The state average for Geometry was 48% in 2012.

105 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
21%

2010

 
 
27%

2009

 
 
21%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

82 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
7%

2010

 
 
3%

2009

 
 
10%
Algebra II

The state average for Algebra II was 42% in 2012.

88 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
22%

2010

 
 
23%

2009

 
 
10%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

158 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
49%

2010

 
 
31%

2009

 
 
45%
Chemistry

The state average for Chemistry was 51% in 2012.

54 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
62%

2010

 
 
52%

2009

 
 
54%
Earth Science

The state average for Earth Science was 35% in 2012.

29 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
24%

2010

 
 
10%

2009

 
 
14%
English Language Arts

The state average for English Language Arts was 50% in 2012.

331 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
44%

2010

 
 
38%

2009

 
 
32%
Geometry

The state average for Geometry was 17% in 2012.

134 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
8%

2010

 
 
7%

2009

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
67%

2011

 
 
56%

2010

 
 
36%

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

331 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
50%

2010

 
 
37%

2009

 
 
35%
World History

The state average for World History was 46% in 2012.

336 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
34%

2010

 
 
23%

2009

 
 
24%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

38 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
12%

2010

 
 
3%

2009

 
 
8%
Algebra II

The state average for Algebra II was 15% in 2012.

127 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
5%

2010

 
 
6%

2009

 
 
9%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

64 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
28%

2010

 
 
29%

2009

 
 
43%
Chemistry

The state average for Chemistry was 34% in 2012.

74 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
53%

2010

 
 
33%

2009

 
 
37%
Earth Science

The state average for Earth Science was 38% in 2012.

23 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
30%

2010

 
 
14%

2009

 
 
9%
English Language Arts

The state average for English Language Arts was 48% in 2012.

395 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
38%

2010

 
 
31%

2009

 
 
37%
Geometry

The state average for Geometry was 9% in 2012.

74 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
6%

2010

 
 
9%

2009

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

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

 
 
35%

2011

 
 
35%

2010

 
 
29%

2009

 
 
35%
Physics

The state average for Physics was 56% in 2012.

65 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
31%

2010

 
 
24%

2009

 
 
30%
U.S. History

The state average for U.S. History was 48% in 2012.

399 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
39%

2010

 
 
29%

2009

 
 
32%
World History

The state average for World History was 18% in 2012.

15 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

Algebra I

All Students9%
Females9%
Males9%
African American12%
Asian5%
Filipino7%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged8%
Non-economically disadvantaged13%
Students with disability0%
Students with no reported disability10%
English learner0%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)12%
Parent education - college graduate13%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Algebra II

All Students50%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students89%
Females92%
Males85%
African American93%
Asian92%
Filipino81%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged92%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)90%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%

Earth Science

All Students47%
Females49%
Males45%
African American32%
Asian56%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)54%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

English Language Arts

All Students57%
Females65%
Males49%
African American44%
Asian70%
Filipino61%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged51%
Non-economically disadvantaged69%
Students with disability16%
Students with no reported disability59%
English learner4%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate36%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)61%
Parent education - college graduate65%
Parent education - graduate school/post graduate71%
Parent education - declined to state59%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students26%
Females32%
Males19%
African American6%
Asian34%
Filipino31%
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)25%
Parent education - college graduate22%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 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

Algebra I

All Students5%
Females3%
Males7%
African American0%
Asian7%
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged7%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)5%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students28%
Females32%
Males25%
African Americann/a
Asian36%
Filipino41%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)0%
Economically disadvantaged31%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)24%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Biology/Life Sciences

All Students53%
Females46%
Males60%
African American40%
Asian66%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged56%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)43%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Chemistry

All Students78%
Females76%
Males80%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students52%
Females50%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students47%
Females47%
Males49%
African American39%
Asian51%
Filipino70%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged48%
Non-economically disadvantaged48%
Students with disability7%
Students with no reported disability50%
English learner25%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate39%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)41%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Geometry

All Students13%
Females7%
Males18%
African American9%
Asian23%
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)8%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to state12%

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

All Students67%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students53%
Females51%
Males56%
African American35%
Asian62%
Filipino79%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged54%
Non-economically disadvantaged54%
Students with disability7%
Students with no reported disability56%
English learner32%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate47%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)54%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

World History

All Students36%
Females28%
Males45%
African American18%
Asian49%
Filipino55%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged34%
Non-economically disadvantaged40%
Students with disability10%
Students with no reported disability38%
English learner12%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate37%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)37%
Parent education - college graduate49%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students7%
Females5%
Males8%
African American4%
Asian4%
Filipino7%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged5%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate4%
Parent education - some college (includes AA degree)11%
Parent education - college graduate3%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students54%
Females55%
Males52%
African American43%
Asian47%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged54%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)40%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students55%
Females49%
Males66%
African American57%
Asian57%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)56%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Earth Science

All Students21%
Femalesn/a
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students42%
Females51%
Males34%
African American34%
Asian41%
Filipino35%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged39%
Non-economically disadvantaged47%
Students with disability0%
Students with no reported disability45%
English learner3%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate23%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)41%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Geometry

All Students9%
Females9%
Males10%
African American5%
Asian13%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
White (not Hispanic)15%
Economically disadvantaged11%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability10%
English learner17%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)8%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

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

All Students35%
Females30%
Males43%
African Americann/a
Asian20%
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
White (not Hispanic)45%
Economically disadvantaged34%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

Physics

All Students47%
Females48%
Males48%
African American36%
Asian41%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)31%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students32%
Females30%
Males32%
African American21%
Asian33%
Filipino32%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged27%
Non-economically disadvantaged35%
Students with disability3%
Students with no reported disability33%
English learner3%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate13%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)29%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

World History

All Students8%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

348 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
84%

2010

 
 
86%

2009

 
 
82%
Math

The state average for Math was 84% in 2012.

340 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
83%

2010

 
 
79%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students87%
Females89%
Males85%
African American83%
Asian86%
Filipino94%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to state84%
Economically disadvantaged87%
Non-economically disadvantaged87%
Economic Status Unknown85%
Students with disability36%
Tested with modificationsn/a
English learner45%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students85%
Females83%
Males86%
African American68%
Asian92%
Filipino97%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to state78%
Economically disadvantaged85%
Non-economically disadvantaged88%
Economic Status Unknown71%
Students with disability33%
Tested with modificationsn/a
English learner73%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 110%N/A24%
Students eligible for free or reduced-price lunch program 261%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 31N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 5N/A11
Average years teaching 9N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 93%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

2500 New Market Drive
Sacramento, CA 95835
Website: Click here
Phone: (916) 567-5640

ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools

Heron School
Sacramento, CA


Natomas Middle School
Sacramento, CA


Natomas Charter School
Sacramento, CA



Paragon School
Sacramento, CA


Vrijheid Academy
Sacramento, CA


ADVERTISEMENT