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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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
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
Nothing but trouble, prinicpals have no clue. The sports program is overatied. Do not send your kids here.
—Submitted by a parent
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
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
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
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 Samantha, a student
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
Under-funded school w/ over worked teachers, underachieving students. Not enough money for paper but enough for a live band at lunch once a month. More focused on sports than education. Securtiy is good but too strict on everyone and not enough on some. Rather go to Rocklin.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% 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 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.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
262 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.
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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
144 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.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
264 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
267 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.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
258 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
43 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
268 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 |
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| 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 |
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| 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 |
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| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
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| 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 | 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 |
| 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 |
| 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 | 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 | 14% |
| Females | 11% |
| Males | 17% |
| African American | 14% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 7% |
| Students with disability | 9% |
| Students with no reported disability | 14% |
| English learner | 7% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| 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 - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| 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 | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 39% |
| Males | 75% |
| African American | 61% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| 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) | 69% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 27% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
| All Students | 48% |
| Females | 49% |
| Males | 46% |
| African American | 36% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 49% |
| Students with disability | 13% |
| Students with no reported disability | 50% |
| English learner | 18% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 51% |
| 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 |
| 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 | 22% |
| Females | 28% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 8% |
| Females | 9% |
| Males | 7% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 8% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 19% |
| Males | 37% |
| African American | n/a |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 28% |
| Males | 44% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 13% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| 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 | 36% |
| Females | n/a |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| 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 | 33% |
| Females | 38% |
| Males | 29% |
| African American | 31% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 48% |
| Students with disability | 23% |
| Students with no reported disability | 34% |
| English learner | 10% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 6% |
| Females | 4% |
| Males | 8% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 4% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| 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 |
| 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 | 33% |
| Females | 36% |
| Males | 30% |
| African American | 33% |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 43% |
| Students with disability | 23% |
| Students with no reported disability | 34% |
| English learner | 11% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 27% |
| 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 | 42% |
| All Students | 25% |
| Females | 21% |
| Males | 28% |
| African American | 18% |
| Asian | 52% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 44% |
| Students with disability | 10% |
| Students with no reported disability | 26% |
| English learner | 11% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 5% |
| Males | 2% |
| African American | 0% |
| Asian | 8% |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| 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 | 0% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 8% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 29% |
| Females | 14% |
| Males | 41% |
| African American | n/a |
| Asian | n/a |
| 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 | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| 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 | 34% |
| Females | 23% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 12% |
| Males | 41% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| 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 | 41% |
| Females | 45% |
| Males | 36% |
| African American | 33% |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 60% |
| Students with disability | 14% |
| Students with no reported disability | 43% |
| English learner | 3% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 5% |
| Females | 0% |
| Males | 8% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 17% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 13% |
| Females | 13% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 39% |
| Females | 36% |
| Males | 42% |
| African American | 24% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 54% |
| Students with disability | 4% |
| Students with no reported disability | 43% |
| English learner | 2% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| 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.
294 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
295 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 | 74% |
| Females | 82% |
| Males | 65% |
| African American | 68% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | 67% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 81% |
| Economic Status Unknown | n/a |
| Students with disability | 28% |
| Tested with modifications | n/a |
| English learner | 40% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 71% |
| Females | 76% |
| Males | 64% |
| African American | 55% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Declined to state | 77% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 79% |
| Economic Status Unknown | n/a |
| Students with disability | 19% |
| Tested with modifications | n/a |
| English learner | 50% |
| 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
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 46% | 49% | ||
| African American | 26% | 7% | ||
| White | 14% | 28% | ||
| Asian | 8% | 8% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 73% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 77% | 85% | ||
| Punjabi | 4% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Gujarati | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Thai | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| French | 0% | 0% | ||
| Pashto | 0% | 0% | ||
| Samoan | 0% | 0% | ||
| Ukrainian | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 31 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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3301 Fong Ranch Road
Sacramento,
CA 95834
Phone: (916) 641-4960
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Rio Tierra Junior High School
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