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Teacher quality
Principal leadership
Parent involvement
Excellent in communication, safety, and education. The teachers encourage parent inclusion and work well with students.
—Submitted by a parent
Compared to other schools in the area, Sheldon is fairly well-rounded. As you get into the higher level classes, the teachers tend to gravitate towards two extremes: very conservative and very liberal. They are more keen on communicating their personal beliefs through the school curriculum, for better or worse. The campus security is extremely lax concerning electronics. Of the 6 or so security staff on campus, only 1 or 2 will take away your phone. Most teachers won't care either, especially in grades 11 and 12. Behavior issues are intolerable, however. Both teachers and students frown upon immaturity and there aren't any cliques of people that indulge in causing trouble. Everyone is pretty chill. And those that aren't so chill usually disappear before 11th grade. The biggest problem is that non-AP teachers don't take academics as seriously as they should. In some classes, they practically serve you an A on a silver platter. This is especially true in Art, CP English, and any CP Social Studies class. Overall, it's a good social campus with average academics. What you get out is determined by what you put in, not by your grade.
—Submitted by a student
It's my first year here, and I think the school is great. The teachers really try to help prepare you for your future, and the amount of clubs and activities is amazing. The band is top-notch, and the school offers you classes no other school does.
—Submitted by a student
The classes offered at Sheldon are absolutely great to the point, I wish I was in high school again. It is one of the safest campus'. Sheldon is one of the biggest melting pots of cultures I have seen in a high school, what is more amazing is the kids have no real issues with eachother, they do what they can to understand differences in each culture and appreciate the likeness' and the differences. Sheldon rocks
—Submitted by a parent
I am now a soph. at sheldon, and I like the school alot, I like that there is more of a var. of students than there is at valley, also alot of guitarists, like me, also the kids are cool, I've only been there since jan and already I have lots of new friends, they remind of some my other friends at valley that I've known since elem. school. And I like the teachers too like my art teacher I had this last year, Mr. spaulding, the reason why I say this, is that in my first week he was imp. w/ my playing and since then we've traded our knowl. of music to each other, in all I like sheldon and I plan grad. from there.
—Submitted by a student
This may not be the greates school location-wise, but academically there is so much to offer. Programs tailored to certain career fields and special courses make the school a great learning environment.
—Submitted by a student
I love my school. It may not be the best but the activities they offer make it so fun. For example, the animation class is great and not found any where else, there is a great new engineering teacher who is making things very cool, and a video game class that nutures those who love to play. Its great here, and even though it may not be the best in academics, the extracirriculars offer make it the fun enviroment high school should be.
—Submitted by a student
It think this school is pretty great, because of diversity and test scores and the school really has a great design to it, and also it's clean.
—Submitted by a student
The school has a lot of great teachers. THey have many classes that are not offered by any other school. All the teachers are very supportive and patient in helping you pass the class. My best experience in sheldon high school was my last year of high school. My teachers helped me pass all 3 of my AP tests.
—Submitted by a student
If you have a student that is above average, he/she will be catered too at Sheldon. However, students that might need some extra help, are lost in the huge crowds at Sheldon. Not easy to get in touch with counselors. All of Elk Grove Unified School District needs to stop pushing college prep on everyone, there are many that will never go on to college, but what are they doing for them?
—Submitted by a parent
It's not a great environment for those who need individualized attention. With that being said, I liked the school because they offered academies and lots of different clubs. One thing that I saw a lot was cliques, lack of parental involvement, and counselors. There is a lot of AP courses to choose from but students just have to find a niche. I recommend students getting involved with Student Government, Mr. Grivel teaches a lot of life lesson I take with me today.
—Submitted by a student
I'm not really impressed with Sheldon High School. The acedemics are just average. Parent involvement is really low.
—Submitted by a parent
The school is clean, nice looking and spacious. The teachers are good, but lack enough diversity and that negatively impacts diverse kids. The school is very organized with lots of activities. There events are well done and many. My child is learning very well. For kids who may struggle there are a lot of opportunities for help. Overall, I highly recommend this school!
—Submitted by a parent
Sheldon is fine except it is too large. Too many students, traffic is a major issue. The teachers try but there are just too many students to keep track of.
—Submitted by a parent
Sheldon High School is a college prep school. For children with learning disabilities, a non college prep school is hard enough. Most teachers do not take time to work with the students who really need help. Want to get your child in a special eduation class? Good luck with that one. The counselors seem to be the only ones who offer some sort of support. There is a stellar perfoming arts program, music program, and some of the sports teams are wonderful. There are many talented art students that attend this school. Some times administration focuses on the small problems (tank tops and short shorts) rather than focus on the larger problems like drug use and gang violence. Its not the best school, but it is definately better than some public schools.
—Submitted by a parent
Great arts program, with high quality instructors. Definitely a great choice for anyone interested in drama, music, photography, dance, animation, painting, or drawing. Clean campus as well, and in a nice location.
—Submitted by a former student
The block schedule is difficult for many to keep up with. The school is very challenging. It is great for college prep however it is very difficult for many. It is difficult for many to succeed without outside intervention (tutoring). Extracurriciular activities are encouraged however they conflict with the opportunities for one on one help. Teachers seem slow to respond to individual needs.
—Submitted by a parent
Sheldon High school was a great experience for my 17 year old. The guidance couselors were great also. I highly reccommend this school if you are moving to the Elk Grove area.
—Submitted by a parent
This school is especially amazing because of its diversity and tolerance. Although there is some de facto segregation in all schools, Sheldon definitely breaks boundaries every day with its diversity. Look around and all of the kids are from multiple communities like Elk Grove, South Sac, Wilton and even Rancho Murieta. It is totally different from Elk Grove High. This is what really separates Sheldon from the other Elk Grove Unified School District high schools.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
325 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
432 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
554 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.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
94 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.
183 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
494 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
593 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
252 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.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
590 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
590 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.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
179 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
211 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
566 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
226 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.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
553 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
17 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 | 16% |
| Females | 15% |
| Males | 17% |
| African American | 7% |
| Asian | 28% |
| Filipino | 29% |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 18% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 20% |
| Parent education - declined to state | 17% |
| All Students | 67% |
| Females | 58% |
| Males | 75% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 64% |
| Students with disability | 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 | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 95% |
| Males | 98% |
| African American | n/a |
| Asian | 96% |
| 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) | 100% |
| Economically disadvantaged | 97% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 96% |
| Parent education - some college (includes AA degree) | 93% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 46% |
| Males | 51% |
| African American | 29% |
| Asian | 55% |
| Filipino | 61% |
| Hispanic or Latino | 39% |
| 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) | 58% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 62% |
| Students with disability | 17% |
| Students with no reported disability | 52% |
| English learner | 22% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 45% |
| All Students | 58% |
| Females | 64% |
| Males | 53% |
| African American | 35% |
| Asian | 66% |
| Filipino | 79% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 64% |
| Samoan | n/a |
| Other Pacific Islander | 69% |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 76% |
| Students with disability | 10% |
| Students with no reported disability | 63% |
| English learner | 16% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 53% |
| All Students | 8% |
| Females | 4% |
| Males | 10% |
| African American | 5% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 27% |
| Students with disability | 6% |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 47% |
| Males | 54% |
| African American | n/a |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 8% |
| Females | 8% |
| Males | 7% |
| African American | 8% |
| Asian | 16% |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 7% |
| Students with disability | 10% |
| Students with no reported disability | 7% |
| English learner | 13% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 48% |
| Males | 59% |
| African American | 43% |
| Asian | 63% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 59% |
| Males | 53% |
| African American | 41% |
| Asian | 64% |
| Filipino | 68% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 45% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 62% |
| Students with disability | 21% |
| Students with no reported disability | 58% |
| English learner | 27% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 42% |
| All Students | 88% |
| Females | 85% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| 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) | 88% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | n/a |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 62% |
| Males | 45% |
| African American | 45% |
| Asian | 60% |
| Filipino | 69% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 45% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 63% |
| Students with disability | 12% |
| Students with no reported disability | 56% |
| English learner | 18% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | 26% |
| All Students | 15% |
| Females | 16% |
| Males | 16% |
| African American | 8% |
| Asian | 18% |
| Filipino | 29% |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 19% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 81% |
| Males | 76% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 85% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 60% |
| Males | 57% |
| African American | 42% |
| Asian | 72% |
| Filipino | 69% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 36% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 65% |
| Students with disability | 19% |
| Students with no reported disability | 61% |
| English learner | 36% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 39% |
| All Students | 55% |
| Females | 51% |
| Males | 58% |
| African American | 46% |
| Asian | 65% |
| Filipino | 66% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 36% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 63% |
| Students with disability | 21% |
| Students with no reported disability | 57% |
| English learner | 15% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 45% |
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 | 19% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 14% |
| English learner | 18% |
| 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 | 0% |
| 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 | 23% |
| Females | 22% |
| Males | 23% |
| African American | 18% |
| Asian | 23% |
| Filipino | 0% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | 0% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 34% |
| Parent education - graduate school/post graduate | 15% |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | n/a |
| Males | 11% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| 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 | 17% |
| 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 | 63% |
| Females | 59% |
| Males | 68% |
| African American | 52% |
| Asian | 62% |
| Filipino | 61% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 20% |
| 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 | 15% |
| 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 | 49% |
| Females | 56% |
| Males | 42% |
| African American | 34% |
| Asian | 54% |
| Filipino | 64% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 50% |
| Samoan | n/a |
| Other Pacific Islander | 50% |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 62% |
| Students with disability | 10% |
| Students with no reported disability | 53% |
| English learner | 12% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 46% |
| All Students | 7% |
| Females | 7% |
| Males | 8% |
| African American | 8% |
| Asian | 14% |
| Filipino | 8% |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 11% |
| Students with disability | 5% |
| Students with no reported disability | 8% |
| English learner | 0% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | 6% |
| Parent education - declined to state | 0% |
| All Students | 61% |
| Females | 54% |
| Males | 67% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 94% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 57% |
| Males | 57% |
| African American | 45% |
| Asian | 63% |
| Filipino | 58% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 73% |
| Samoan | n/a |
| Other Pacific Islander | 73% |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 67% |
| Students with disability | 15% |
| Students with no reported disability | 62% |
| English learner | 25% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 52% |
| All Students | 0% |
| 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 | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
591 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
586 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 | 88% |
| Females | 92% |
| Males | 85% |
| African American | 76% |
| Asian | 93% |
| Filipino | 89% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 91% |
| White (not Hispanic) | 92% |
| Declined to state | 94% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 68% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 88% |
| African American | 78% |
| Asian | 97% |
| Filipino | 97% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 82% |
| White (not Hispanic) | 92% |
| Declined to state | 93% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | n/a |
| Students with disability | 32% |
| Tested with modifications | n/a |
| English learner | 71% |
| 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
Pacific Islander
Other Pacific Islander
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 27% | 28% | ||
| Asian | 24% | 8% | ||
| African American | 18% | 7% | ||
| Hispanic or Latino | 18% | 49% | ||
| Filipino | 6% | 3% | ||
| Multiple or No Response | 4% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 48% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 31% | 85% | ||
| Vietnamese | 20% | 2% | ||
| Punjabi | 10% | 1% | ||
| Hmong | 8% | 1% | ||
| Cantonese | 7% | 2% | ||
| Hindi | 5% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Korean | 2% | 1% | ||
| Mien (Yao) | 2% | 0% | ||
| Russian | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Ukrainian | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| German | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Khmu | 0% | 0% | ||
| Pashto | 0% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 0% | 0% | ||
| Tigrinya | 0% | 0% | ||
| Turkish | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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8333 Kingsbridge Drive
Sacramento,
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