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Teacher quality
Principal leadership
Parent involvement
In terms of education one of the best in the district if it were not for the bad reputation the school would be at the top of the list in California. The school AVID program is in the top 40s in the nation, the AVID program at Valley is an actually AVID demonstration site. There are many caring teachers that allow students to turn their life's around. API scores have improved every year, this past year their history department was tied for the schools with best API scores in Sacramento. The school can change life's, well at least it changed my life I am now a student at a private University. The Honors and AP courses at Valley are some of the best allowing for students to attend top universities. No matter what others say about the school I would want my kids to attend that school.
I am currently a sophmore, soon to be junior. In my experience, there are teachers that motivate us to become people with a better direction in life. Unfortunately, there are other teachers that couldn't care less about the safetly of their students. That, to me, is what fuels the students to want to try to keep this bad reputation in the district. I think the absense of parent involvment is a huge factor in this issue. However, we are improving. Our test scores have slowly but surely risen. I personlaly think that the cut backs in counselors & other things will only bring us back down.
—Submitted by a student
Its a great school. I dont get why people think Valley High School is bad or ghetto. Yes there are fights but our principal is doing a good job into preventing fights. Most of our students take Honors/AP classes. Vally offers many extracurricular activities. Im a currently a Sophomore in VHS. Im in ASB Leadership, AFJORTC, The Wommens Tennis Team, Track and Field, AFJROTC's Rifle Team and AVID. Also the teachers are very helpfull. 99% of the teachers care about their students. Our Basketball Team last year was in the Championships, Our Wtennis year is rank #4. Our Wrestling team is fantastic. OUR JROTC's Rifle team won 2nd place in the Titan Drill meet 2009. Were always the Underdog. How do you think we feel! We are called'the ghetto school.' Why would you judge us like that. Wecurrently working on our REP and we will rise to the top.
—Submitted by a student
Valley is way beyond what your thinking. Its not the best, but its great. My daughter is attending it as a Sophomore. And she is very involved. This school is always misjudged.
—Submitted by a parent
It's the best ever!!!!!!!! i am so happy that i am at this school, i have a lot of fun, and love. ^_^
—Submitted by a student
I went to this school and got accepted to UC Davis and University of the Pacific. I'm very proud to have gone to this school with many friendly teachers willing to help you in any way, with personal or school matters.
—Submitted by a student
i am going to be a sophmore and i love Valley High, its alot better than alot of other schools think it is. We have great teachers and staff that are always willing to help. I am in ASB/Leadership and i love it, i really get to be in the school community. It gets pretty annoying when others misunderstand us beacause of what we look like, our location, or even the school look, Valley is a safe place to be and there are security always watching your back. The students in our school are alot smarter than you think. I think you guys are missing out on a great opportunity. With the helping hands of everyone, Valley High can be the best that we can be!
—Submitted by a student
Valley is an amazing place to go to school. Yeah there are fights here and there but you know what, what school doesn't have that? Valley's fights are just known because that is what people think of us. We have some of the smartest students here because they are challenged by teachers that truly care about the students and challenge them to the fullest extent. This will be my incoming third year as a Valley student and I couldn't wish to be anywhere else. Valley's sports team, although might not always be top notch, are families and they will take you under their wing. Our clubs are the most diverse for whatever your interest may be, dancing, science, etc. Valley is pure awesome and under the new leadership of Mr. Keven MacDonald, we can only get better.
—Submitted by a student
this school is wide in extracurricular activities and vast diversity of students that goes here. it has many festivals such as multi-culture week and especially health- fair . i've been going to valley for three years now and i am so proud of what we have accomplished, higher test scores. Go vikings!
—Submitted by a student
I am a senior at Valley High School and I can't say that there is a better place that I want to be. It's a diverse campus with teachers that challenge you in every subject. I am part of the AVID program at Valley, this is my fourth year and without their support and their encouragement I would't be where I am. We have been stereotyped for being the worst school in the school district but that shows how ignorant the community is of out school, because they don't see what a lot of kids on our school have to face. We are just like every other school in our district but I am proud to be part of the Valley High family, and I wouldn't choose another school. All the AP and Honors courses that I have taken has challenged me and has got got me.
—Submitted by Raymyah Dixon, a student
I am currently a Junior at Valley High School. I moved to Sacramento in the year 2005 from Mass. My experience of almost two years of Valley says that it's the best school in district and the students are great. Valley has improved it's CST scores in past few years more than any school in the district. This great school has been remodeled thoroughly. The science building at Valley is the best science building in whole district. It has the best facilities. Other special content in Valley High School is that it has an extremely diverse student population and that student population cooperates with each other very well that students think of themselves as Americans instead of thinking about their past nationality. The activities that take place at Valley are Homecoming, Food Fair, Multicultural week, Free style Friday, and much more. For more current information, please contact at Valley High office.
—Submitted by Manbir Gill, a student
The quality of academic programs is not bad and sports and all are all available but when it comes to parent involvement it is absent.
—Submitted by a former student
Not enough music and art, lots of sports and extracurricular stuff. Parents are often either uninvolved or overinvolved. Academics are ok.
—Submitted by a parent
As a parent, I attended Valley High School's 'Bring your Parent to School' day, and was appalled at the lack of structure, discipline and overall competence of the Administrative and academic staff. It was very disappointing, and I will be removing my daughter from this disruptive and incorrigible environment at the end of this school year. The place is miserable.
—Submitted by a parent
I have been a substitute teacher at this school and this is where my family lives. I feel that they do an excellent job with the diverse student body and I enjoy some of their productions on stage and their dance team.
—Submitted by a teacher
This school is turning itself around. The principal, new to his office this year, is proactive and caring. My son's teachers care about him.
—Submitted by a parent
I think valley high school is an wonderful school although it has it's down falls but no school is perfect that I know of, but valley is a good school for my teen because she really enjoy's been there and she has many different friends of race and culture, witch is what I love best.
—Submitted by a parent
Needs more parent Involvemnet. More communication involvment with parents. Such as E-mailing and phone calls.
—Submitted by a parent
I graduated from Valley and I loved the fact that I went to a school with so much diversity. The students were generally respectful of eachother and when there was a time of need we were there for eachother. The parents were not that involved. Extracurricular activites were not a problem, there are many things to get involved in. Safety is sketchy at times but has gotten better. The one thing that I didn't care for was the administrations attitude towards the faculty. I felt that there wasn't mutual respect towards the two.
My child has been attending Valley for 3 years and she is now a senior at Valley. Valley has been labeled a 'bad' school for as long as I can remember. As far as I'm concerned, Valley is a terrific school! And would be much better if the parents got involved. The scores are improving and the discipline is stricter. So I am a full supporter of Valley High School and its diverse and optimistic environment.
—Submitted by Martha Hunter, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
161 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
293 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
401 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.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
84 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.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
232 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
343 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
98 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.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
345 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
331 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.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
301 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
86 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
299 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 31% |
| Females | 27% |
| Males | 35% |
| African American | 20% |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 28% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| All Students | 92% |
| Females | 92% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | 83% |
| Females | 75% |
| Males | 90% |
| African American | 81% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 78% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 24% |
| Females | 22% |
| Males | 26% |
| African American | 20% |
| Asian | 51% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| 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) | 27% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 23% |
| Students with disability | 11% |
| Students with no reported disability | 26% |
| English learner | 17% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 38% |
| Females | 40% |
| Males | 37% |
| African American | 28% |
| Asian | 51% |
| Filipino | 64% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 29% |
| Samoan | n/a |
| Other Pacific Islander | 18% |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 50% |
| Students with disability | 0% |
| Students with no reported disability | 41% |
| English learner | 10% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | 34% |
| All Students | 7% |
| Females | 3% |
| Males | 10% |
| African American | 11% |
| Asian | 8% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 4% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 37% |
| Females | 40% |
| Males | 34% |
| African American | 29% |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 33% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| 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 | 18% |
| Females | 22% |
| Males | 16% |
| African American | 6% |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | 13% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 49% |
| Females | 40% |
| Males | 62% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 25% |
| Males | 47% |
| African American | 28% |
| Asian | 43% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 33% |
| Students with disability | 0% |
| Students with no reported disability | 40% |
| English learner | 21% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
| All Students | 66% |
| Females | 53% |
| Males | 83% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 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 | 39% |
| Females | 38% |
| Males | 40% |
| African American | 26% |
| Asian | 52% |
| Filipino | 60% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 17% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 45% |
| Students with disability | 0% |
| Students with no reported disability | 41% |
| English learner | 14% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 34% |
| All Students | 6% |
| Females | 4% |
| Males | 8% |
| African American | 0% |
| Asian | 10% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 8% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 46% |
| Females | 39% |
| Males | 53% |
| African American | 30% |
| Asian | 54% |
| Filipino | 80% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 17% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 49% |
| Students with disability | 5% |
| Students with no reported disability | 49% |
| English learner | 25% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
| All Students | 59% |
| Females | 54% |
| Males | 64% |
| African American | 44% |
| Asian | 73% |
| Filipino | 87% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 25% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 61% |
| Students with disability | 25% |
| Students with no reported disability | 61% |
| English learner | 40% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
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 | 27% |
| Females | 26% |
| Males | 28% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 18% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 33% |
| 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 | 25% |
| Females | 21% |
| Males | 30% |
| African American | 42% |
| Asian | 20% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 6% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 17% |
| Males | 24% |
| African American | 15% |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 11% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 35% |
| Males | 58% |
| African American | 45% |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 43% |
| Other Pacific Islander | 43% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 21% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 41% |
| Males | 39% |
| African American | 31% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | n/a |
| Students with disability | 25% |
| Students with no reported disability | 48% |
| English learner | 27% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 23% |
| 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 | 36% |
| Females | 34% |
| Males | 39% |
| African American | 25% |
| Asian | 41% |
| Filipino | 75% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 43% |
| Samoan | n/a |
| Other Pacific Islander | 50% |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 50% |
| Students with disability | 8% |
| Students with no reported disability | 41% |
| English learner | 7% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 6% |
| Females | 7% |
| Males | 5% |
| African American | 0% |
| Asian | 13% |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | 7% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 48% |
| Males | 65% |
| African American | n/a |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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 | 62% |
| Females | 58% |
| Males | 65% |
| African American | 56% |
| Asian | 67% |
| Filipino | 75% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 65% |
| Samoan | n/a |
| Other Pacific Islander | 70% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 63% |
| Students with disability | 24% |
| Students with no reported disability | 68% |
| English learner | 31% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
348 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
345 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 | 76% |
| Females | 78% |
| Males | 73% |
| African American | 64% |
| Asian | 86% |
| Filipino | 80% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 50% |
| White (not Hispanic) | 81% |
| Declined to state | 55% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 89% |
| Economic Status Unknown | n/a |
| Students with disability | 31% |
| Tested with modifications | n/a |
| English learner | 56% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 82% |
| Females | 81% |
| Males | 83% |
| African American | 58% |
| Asian | 96% |
| Filipino | 100% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 75% |
| White (not Hispanic) | 94% |
| Declined to state | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 84% |
| Economic Status Unknown | n/a |
| Students with disability | 29% |
| Tested with modifications | n/a |
| English learner | 81% |
| 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 | ||
|---|---|---|---|---|
| Hispanic or Latino | 32% | 49% | ||
| African American | 30% | 7% | ||
| Asian | 20% | 8% | ||
| White | 6% | 28% | ||
| Filipino | 4% | 3% | ||
| Pacific Islander | 4% | 1% | ||
| Multiple or No Response | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 24% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 78% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 52% | 85% | ||
| Hmong | 20% | 1% | ||
| Hindi | 7% | 0% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Punjabi | 3% | 1% | ||
| Vietnamese | 3% | 2% | ||
| Mien (Yao) | 2% | 0% | ||
| Tongan | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Ilocano | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Marshallese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Arabic | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| German | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 0% | 0% | ||
| Thai | 0% | 0% | ||
| Ukrainian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
Tips for understanding school culture
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6300 Ehrhardt Avenue
Sacramento,
CA 95823
Phone: (916) 689-6500
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