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GreatSchools Rating

Natomas High School

Public | 9-12

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

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38 reviews of this school


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Posted July 17, 2013

As a student going into her third year at this school, I have the right to say this school sucks. I will not suggest sending your child here even if you think it is the only option. The school has no respect for the students followed by no care. The school only cares about the football team which has not won a single game in 4 years. They cut out most of the classes that are mandatory for college and the staff does not care at all. The staff at Natomas only care about what you're wearing, not about if you are in class or not. I was stopped on my way to class for wearing shorts... I say, this school needs to focus on the education system than the sports and clothing. They need to focus on making the male teachers and students more mature than worry about normal female parts. Females have legs, males have legs, females are not allowed to wear shorts, males are allowed to wear shorts. Sexiest much? Not only that, it is racist. Parents are probably reading this and thinking "oh, she's a teenager. What does she know?" I happen to be a white female student at this school whom is treated by her race and gender. If you want your kid to go to a poorly educated, racist, sexiest school, fine.


Posted April 7, 2013

As a student at Natomas, i can honestly say that this school is not where you want your kids to attend. Being part of the class of 2013, there are many of us who take advanced placed classes, and at the end of the day, we are the ones who raised the test scores. This school doesn't aim to help and provide opportunities for those of us who choose to excel. It seems as if sports takes the 1st place for attention [even if they are not even good], and all this school does is come up with rules to oppress the students. For example, students are confined in the lunch area at lunch, which feels over crowded, loud and noisy. Balloons aren't allowed in schools, cupcakes, etc. The administrators try to enforce rules, but they are not consistent at all. When girls walk around with cleavages , nothing happens , but when a class tries to promote school spirit, they decide to jump on their throats. The class of 2013 got in trouble for wearing togas without the administrator's permission, and it was not causing disruption in classes, but they still had to take it off.This was just a way for the school to exercise their powers, but it makes no sense & isn't fair because there isn't any consistency


Posted July 28, 2010

This school as a whole is B in my opinion. I have gone here for one and a half years, and the manner in which they deal with problems throughout the school is excellent. The teachers whom i have encountered have given ample opportunity for students with self induced emotional or mental stigmatisms to "catch up". However, students who wished to get ahead of the curriculum had not been helped. Some areas of the academic programs had not been a challenge where, due to my own circumstances, others were a serious task. I believe that this school can be improved with more experienced teachers yet is still a school that i would send my child, were i to have any. :) -Glenn Robinson
—Submitted by a student


Posted March 16, 2010

I think this is a great School if you, as a parent are involved. The administration is excellent and the principle is outstanding. Many of the teachers will give extra attention to the students who are interested in getting better grades. If you expect the school to do all the work do us a favor don't send your kids here.
—Submitted by a parent


Posted March 10, 2010

Look i just graduated 2009, and i wish i picked a better school to go to. The only thing good about this school is the soccar team and mr. Eick. Some of the teachers seem to pick and choose what kids will succeed, then focus all attention to those certain students. I hated that school but mr. Eick is the only reason i stayed, he made sure i stayed on track with my work. I love mr. Eick and without him natomas high would have been a waste of time.
—Submitted by a student


Posted April 29, 2009

My two children have both attended Natomas High. The school has been a positive influence on each. The school has great leadership that keeps parents informed through multiple mediums so you know what is going on at the school on a daily basis. You can view attendance immediatly and interact with your child immediatly as situations arise so your student can suceed. My first daughter has gone on to college and my second is graduating with honors this year and has been accepted at multiple colleges. There experiances at Natomas High has been instrumental in both pursuing higher education. As a parent I would like to thank the staff at Natomas as a whole. I am just a parent who is very busy an not as involved as I would like with the school. I am involved with my child at home and I follow up on there work and attendance.
—Submitted by a parent


Posted April 24, 2009

lol dis school is kool teachers giv u da chance to succeed its up to the students if they want to fail other than tht theres fights that happen here and there nothing uncontrollable though
—Submitted by a student


Posted March 5, 2009

Natomas high school is a ver nice school which has clean campus i myself was a student at natomas high school. For my freshmen year first semester climax there is very fun and a great place to be and to get to learn students there are very friendly and are willing to make new friends. I go to rio linda senior high school now and i hate it compared to natomas high school so. Parents if your lookin for a great school sign your child to natomas high school hopefully ill return there my senor year to spend the year with my old friends class of 2011!
—Submitted by a student


Posted November 11, 2008

With our new adminstration, hard workinf inteligent teachers and supportive counseling snd office staff, this school is hoppin' to the top. Come check us out!!
—Submitted by a teacher


Posted September 11, 2008

Natomas High School saved my daughter's life literally in 2006. She was a struggling freshman from another town and didn't feel comfortable asking for help. Once we the parents and the school knew of the entire problems they went above and beyond what our old school district would have. I moved her up here just to attend Natomas High School. She is now a Senior who passed her CASHEE the first time both parts and this year has a 4.0 GPA. This year will be the best year for her since the new principal took over. Mr. Eick loves NHS and its staff and students. All of the students know Mr. Eick by sight and he knows almost every student as well not because of bad behavior but because of school spirit. He has helped the students develop pride in themselves and their school. GO NIGHTHAWKS
—Submitted by a parent


Posted July 22, 2008

New principal, Jonhn Eick, is an outanding dedicated,educator. Brings a ton of enthusiasm that will raise student and TEACHER morale. Needs support of parents to be successful.
—Submitted by a parent


Posted July 20, 2008

I actually really like going to natomas. I'm a senior and ive been going there all four years. It's very safe. I like the school's environment, everyone is friendly and you won't be bullied if you go here. Most are really good teachers but there are some exceptions of course. I think the english department has the best teachers. One of the teachers won the award for best foreign language teacher nationally, so that's a pretty important thing. The new principal is great, I didn't even now what the old one looked like! The only thing I really don't like about Natomas is the lack of communication between school officials, students, and parents. You have to come to them, or you'll never know when things are happening. All in all, I definately think that Natomas High School is the best public high school in the area.
—Submitted by a student


Posted January 3, 2008

Natomas High isn't that bad. I am currently attending there as a freshman student. Most of the problems are caused by the students. The teachers are very nice and helpful. They give you many chances to turn in work and to succeed. Most of the students don't take these chances. Parents also only hear what their kids say and if their kids are having trouble they think the whole school is bad. That's not true. They offer honors classes.
—Submitted by a student


Posted August 29, 2007

I stand in the middle because I see the potential of a school like Natomas High. I graduated from a very small private school and I can appriciate the activity of a large school. Unfortunately, I was concerned because of its size. I will not say that its all bad but, there is room for improvement. I would even be open to working on com. to help make suggestion to improve the school such as the lunch time, orientation and other necessary events. Also how and when Principles and Administration is introduced. I talked to other students and a lot didn't know what the Principle looked like or who he or she was. This is not good. But, before I point and complain sign me up I'm willing to help when I can and do what I can.
—Submitted by a parent


Posted August 23, 2007

Nothing but trouble, prinicpals have no clue. The sports program is overatied. Do not send your kids here.
—Submitted by a parent


Posted May 9, 2007

My daughter transferred in from Edison High in Fresno, CA. She was unable to get classes that compare to the advanced level of education at Edison. I am very disappointed. The schools in this district appear to teach to a test instead of making quality education the goal.
—Submitted by a parent


Posted March 25, 2007

As a current student of Natomas High I look at the comments left by parents and am bewildered. Yes Natomas has it's share of problems, but the majority of them have to do with the students. The teachers go above and beyond to make sure that students understand. The teachers and administration are always accessible. The problems have to do with the students and their drive to succeed. If a student is having problems they choose not to say anything to their teacher or ask for help. Once a student speaks up, the teacher is more than willing to spend extra time with the student, whether that be at lunch or tutoring after school. Another problem are the parents. Parents don't get involved in the students education until there is a problem. If more students strived to succeed the school would run more efficiently and easily.
—Submitted by a student


Posted June 22, 2005

This school is getting off to a great start. If they can hang on to the current administration and continue to build on the spirit that the class of 2005 left behind and the traditions, NHS will be a school to be proud to have graduated from. Go nighthawks!
—Submitted by a parent


Posted June 15, 2005

I think this is a great new school. It has great quality of acidemic programs. If I had children I would want them to go to this school.
—Submitted by a student


Posted January 16, 2005

I thought this school was great. my child is a freshman, first year there and that couldn't be far from the truth. the teachers are so-so and the sports coaches are not professional at all. this school is all about putting on a great face so to speak when in reality the things that go on there are about the worst i have ever saw. school looks nice but i wouldn't recommend it to my worse enemy. i am in the process of a transfer for my daughter.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

712

Change from
2012 to 2013

+16

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

712

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+16

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

3 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

156 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
14%

2011

 
 
13%

2010

 
 
15%
Algebra II

The state average for Algebra II was 65% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

90 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
47%

2011

 
 
69%

2010

 
 
77%
Earth Science

The state average for Earth Science was 38% in 2013.

149 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
57%

2011

 
 
56%

2010

 
 
55%
English Language Arts

The state average for English Language Arts was 62% in 2013.

249 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
48%

2011

 
 
37%

2010

 
 
55%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

11 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
0%

2010

 
 
4%
Geometry

The state average for Geometry was 45% in 2013.

79 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
22%

2011

 
 
27%

2010

 
 
28%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

49 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
8%

2011

 
 
4%

2010

 
 
3%
Algebra II

The state average for Algebra II was 39% in 2013.

69 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
26%

2011

 
 
38%

2010

 
 
9%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

231 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
35%

2011

 
 
43%

2010

 
 
44%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
28%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
36%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

252 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
33%

2011

 
 
39%

2010

 
 
39%
Geometry

The state average for Geometry was 15% in 2013.

123 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
6%

2011

 
 
10%

2010

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

252 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
33%

2011

 
 
39%

2010

 
 
37%
World History

The state average for World History was 46% in 2013.

261 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
25%

2011

 
 
36%

2010

 
 
29%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
0%

2011

 
 
2%

2010

 
 
0%
Algebra II

The state average for Algebra II was 15% in 2013.

84 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
4%

2011

 
 
4%

2010

 
 
1%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

69 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
29%

2011

 
 
26%

2010

 
 
32%
Chemistry

The state average for Chemistry was 32% in 2013.

71 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
34%

2011

 
 
8%

2010

 
 
22%
Earth Science

The state average for Earth Science was 37% in 2013.

15 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
27%

2011

 
 
38%

2010

 
 
46%
English Language Arts

The state average for English Language Arts was 48% in 2013.

221 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
41%

2011

 
 
35%

2010

 
 
35%
Geometry

The state average for Geometry was 8% in 2013.

62 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
5%

2011

 
 
4%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

43 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
17%

2011

 
 
18%

2010

 
 
23%
Physics

The state average for Physics was 58% in 2013.

42 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
13%

2011

 
 
25%

2010

 
 
11%
U.S. History

The state average for U.S. History was 50% in 2013.

231 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
39%

2011

 
 
36%

2010

 
 
31%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students12%
Females13%
Males10%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged11%
Not economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability12%
English learner4%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Algebra II

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

Biology/Life Sciences

All Students41%
Females40%
Males42%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Earth Science

All Students26%
Females22%
Males29%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged25%
Not economically disadvantaged26%
Students with disability8%
Students with no reported disability27%
English learner0%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)39%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

English Language Arts

All Students46%
Females49%
Males44%
African American34%
Asian56%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged47%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability47%
English learner5%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)47%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students11%
Females7%
Males16%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability11%
English learner0%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students6%
Females6%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Not economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability7%
English learner13%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students17%
Females22%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Not economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)15%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Biology/Life Sciences

All Students39%
Females39%
Males39%
African American36%
Asian47%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged41%
Not economically disadvantaged35%
Students with disability0%
Students with no reported disability41%
English learner19%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)36%
Parent education - college graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Chemistry

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

Earth Science

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

English Language Arts

All Students45%
Females50%
Males40%
African American44%
Asian50%
Filipino64%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged46%
Not economically disadvantaged40%
Students with disability9%
Students with no reported disability46%
English learner12%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)45%
Parent education - college graduate74%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Geometry

All Students4%
Females2%
Males6%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Not economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

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

Science

All Students53%
Females48%
Males57%
African American52%
Asian60%
Filipino82%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged54%
Not economically disadvantaged50%
Students with disability27%
Students with no reported disability54%
English learner26%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)52%
Parent education - college graduate78%
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%

World History

All Students40%
Females32%
Males47%
African American34%
Asian71%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged39%
Not economically disadvantaged44%
Students with disability8%
Students with no reported disability44%
English learner31%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)40%
Parent education - college graduate70%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

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

Algebra II

All Students6%
Females2%
Males11%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Not economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate3%
Parent education - some college (includes AA degree)16%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

Biology/Life Sciences

All Students23%
Females12%
Males33%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Not economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Chemistry

All Students17%
Females10%
Males26%
African American11%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Not economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate14%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students27%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students39%
Females43%
Males35%
African American33%
Asian55%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged38%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability41%
English learner16%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate29%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)46%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Geometry

All Students3%
Females0%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Not economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students19%
Females14%
Males27%
African Americann/a
Asian25%
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Not economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)20%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students19%
Females20%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability20%
English learner0%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students31%
Females24%
Males41%
African American25%
Asian50%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged29%
Not economically disadvantaged39%
Students with disability5%
Students with no reported disability34%
English learner9%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate20%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)39%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

World History

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

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

269 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
74%

2011

 
 
76%

2010

 
 
71%
Math

The state average for Math was 84% in 2013.

267 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
71%

2011

 
 
73%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students80%
Females78%
Males81%
Gender Unknownn/a
African American65%
Asian82%
Filipino83%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)75%
Declined to state77%
Economically disadvantaged80%
Not economically disadvantaged77%
Economic Status Unknown89%
Students with disability22%
Tested with modificationsn/a
English learner72%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students79%
Females73%
Males84%
Gender Unknownn/a
African American74%
Asian95%
Filipino83%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)75%
Declined to state100%
Economically disadvantaged79%
Not economically disadvantaged78%
Economic Status Unknown94%
Students with disability27%
Tested with modificationsn/a
English learner63%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 52%
Black 19%
Asian 8%
White 8%
Two or more races 4%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 72%N/AN/A
English language learners 14%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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3301 Fong Ranch Road
Sacramento, CA 95834
Phone: (916) 641-4960

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