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Teacher quality
Principal leadership
Parent involvement
Luther Burbank is the best school evaaaaaaaa! Yeaah! Go Titans. We are the best. PS; this is not from a Burbank student.
Luther Burbank High School is the best kept secret in SCUSD! The school is structured in small learning communities which affords smaller class sizes, high accountability and it affords teacher and students to build respectful relationships with each other. The after school program is exceptional. Students and teachers work together to create a successful and challenging academic environment; work to encourage a culture of respect and service to the community. Students in the Law & Social Justice Academy are youth leaders in the community and provide invaluable services to many govt agencies and communnity based organizations through their dedication to community service. The ASB students capture the true spirit of self-discipline and dedication. They enhance the high school experience for all LBHS students. The after school Teen CERT (Community Emergency Response Team) program is the most robust and active Teen CERT program in the Sacramento area providing students the opportunity to train and deliver assistance during emergency situations. The students and adult leaders across the campus are truly dedicated to securing success for our community's youth. Go TITANS!
—Submitted by a teacher
I graduated from there June 13, 1969, sixth season since opening September 1963. Already then the school was in trouble in more ways than one; last time I stepped foot on campus was March 31, 2000, felt like was walking into Folsom Prison, really scary!
Although this school is not the best school, I sincerely believe that it has progressed significantly throughout the years. I am currently a senior attending Luther Burbank High School. At first, I was hesitant to attend this school. However, I now strongly believe it was one of the greatest choices I've made in my school career thus far. Due to the International Baccalaureate (IB) Program, students now have the option to take rigorous and academically challenging classes. Not only has the academic classes improved, the community in the school itself has progressed. When I see the students, I see motivation. I see future leaders. This is also evident within the amount of new clubs and after school programs that are now available on campus because of the dedication of the students and caring staff that use their time to make it possible. In addition, I believe our unique diversity of students also contributes to the richness of this campus. Just because it isn't the best school doesn't mean that it will forever be handicapped. It doesn't mean that progression is impossible. Change can happen.
—Submitted by a student
I was a student at Luther Burbank High School when it was an okay school. It has progressively gotten worse. The students that do manage to escape LBHS are grossly unprepared for college. I was in the AP program with a 3.7 GPA, and still needed to take remedial math courses in college. The AP courses were not challenging, and they chased away the good teachers. Do not send your children to this school, they will spend the rest of there adult lives playing catch-up.plus alot of Gang,Violence,Drugs etc... Dont Want Your Child Going To This Nasty Dirty School!
—Submitted by a parent
It's a cool school had a bad reputation but it shoudn't we have been getting better and improved overall have gained alot of friends and learned alot so come to Burbank you will enjoy it GO TITANS!!!!
—Submitted by a student
Great school and the football team is in great shape the last four season
—Submitted by a parent
My husband and I attented the BTS Night on 9/24 and what a treat. Our son is a recent transfer who raised his GPA in order to get me to agree. I'm glad I did. The staff is young and full of energy. Their teaching style of the curriculum is on a level that my son can relate to. The diversity was wonderful.
—Submitted by a parent
Luther Burbank has the best after school program in the state. They really care about the kids. This school has become a model for what to do in an urban school.
—Submitted by a parent
LBHS has steadily improved over my 8 year tenure. The leadership is visionary, faculty is exemplary, and students are hard - working, happy and increasingly successful, in spite of being one of the lowest SED schools in the area. Now, LBHS is out of program improvement, all should be aware of what we've know for years.... LBHS is the best school in the disrict
—Submitted by a teacher
Burbank has been struggling through to maintain a good name. As of now, it has a program of IB: International Baccalaureate. It's a two year program, challenging and training its students to prepare their minds to get ready for the better future, recognized by universities. Their hard work really does pay off. But back to Burbank, it's not what you think. Take a visit to the school, and it'd be like any other high school. Get to know what's Burbank actually about before trusting other people's words.
—Submitted by a student
parent involvement needs improvement,extracurricular activities such as sports have improved,however,others such as the music and art programs need more support.quality of acadademic programs is high,small learning communities allow both students and teachers to develop close relationships,academically challenging IB certificate and full diploma program is offered as well.
—Submitted by current student, a student
Since first attending Burbank,I have seen great progress;teachers are committed,ib/honors program is offered and the overall environment on campus has improved
—Submitted by a student
I really think that this is a great school to attend.I love my experience here. I have made friendships that will last a longtime from this school. The teachers here are amazing. So many of my teachers are committed to what they do and helps us in every way possible.
—Submitted by a student
Luther burbank has been a school with a bad rep., However, it has great programs such as rop and offers honor class. Luther burbank offers a great variety of sports including tennis, golf, football, track, and etc.. It's a student's decision wheter to be involved in the great programs available ot to be involved in trouble.
—Submitted by a former student
LBHS has the potential to be a great school. With such a diverse student population and the small learning communities, there are many opportunities available. However, the local community must support what is happening at the school. In addition, the poor socioeconomic statis of many of the kids is detrimental to their learning. These kids can achieve. All they need is the caring and guidance of the right kind of teachers.
—Submitted by a teacher
I loved this school, I wish I had never left since I made real life long friends there not the fake ones I have at my new school
—Submitted by a former student
Burbank is a school that can use a lot of academic improvement and support from the community. it has a great athletic department but can also use a lot of support in that area. parents need to be more active in the school and know whats going on and
—Submitted by banker, a former student
My son is graduating in june 2005, I feel this has been a great school for my son. He has attending Burbank all 4 years. There is a great staff & the coaches at this school are fantastic. They have helped my son with everything from sports stuff to deciding on a college. Coach Heffernan really gets involved with the kids & I thank him daily for helping to guide my son. Any kid can benefit from going to Burbank they might not know it at first but in the end they will.
—Submitted by a parent
Back to school nights were very disappointing last year. I saw very few parents attend. The programs were strong, but suffered because the school was going through transition, following a school within a school model. This caused a shortage of text books and made it difficult for students to get the classes they needed to meet graduation requirements. Stable adminstration support is definitely needed; the school is literally being held up by the teachers who seem to be doing everything, but who should be given less outside classroom responsibility so that they can focus on their jobs, teaching. A new principal is now in charge (Go Ted!). Hopefully, some of the burden will come off the teachers and a system will develop that will allow the teachers to focus on teaching just a few class subjects and not 3 or 4 a day.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
276 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
375 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.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
104 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.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
399 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
206 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.
390 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
404 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.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
138 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
423 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
60 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.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
433 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 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 | 30% |
| Females | 33% |
| Males | 28% |
| African American | 22% |
| Asian | 44% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 25% |
| Samoan | n/a |
| Other Pacific Islander | 29% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | 5% |
| Students with no reported disability | 32% |
| English learner | 22% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 36% |
| 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 | 56% |
| Females | 50% |
| Males | 61% |
| African American | n/a |
| Asian | 52% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| 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 | 56% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 17% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 43% |
| Males | 64% |
| African American | 33% |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| 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) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 31% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 38% |
| Females | 36% |
| Males | 41% |
| African American | 35% |
| Asian | 39% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 19% |
| Samoan | n/a |
| Other Pacific Islander | 22% |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 7% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 32% |
| All Students | 9% |
| 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 | 9% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 | 30% |
| Females | 16% |
| Males | 41% |
| African American | n/a |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 6% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 8% |
| Females | 17% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 9% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| 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 | 16% |
| Females | 14% |
| Males | 17% |
| African American | 9% |
| Asian | 15% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 6% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 15% |
| Females | 15% |
| Males | 15% |
| African American | 17% |
| Asian | 10% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| 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 | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 2% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 34% |
| Females | 34% |
| Males | 33% |
| African American | n/a |
| Asian | 31% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | n/a |
| 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 | 39% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 24% |
| Males | 23% |
| African American | 25% |
| Asian | 26% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | 5% |
| Students with no reported disability | 27% |
| English learner | 7% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 23% |
| Males | 19% |
| African American | 15% |
| Asian | 20% |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 6% |
| Samoan | n/a |
| Other Pacific Islander | 6% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 22% |
| English learner | 0% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 13% |
| All Students | 1% |
| Females | 0% |
| Males | 2% |
| African American | 0% |
| Asian | 2% |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 0% |
| Other Pacific Islander | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 1% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| 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 | 22% |
| Females | 22% |
| Males | 23% |
| African American | 16% |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 0% |
| Samoan | n/a |
| Other Pacific Islander | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 24% |
| English learner | 3% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
| All Students | 18% |
| Females | 16% |
| Males | 21% |
| African American | 11% |
| Asian | 23% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 13% |
| Samoan | n/a |
| Other Pacific Islander | 13% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 20% |
| English learner | 3% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
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 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 | 5% |
| Females | 6% |
| Males | 4% |
| African American | 5% |
| Asian | 1% |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 15% |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 3% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 38% |
| Females | 41% |
| Males | 37% |
| African American | 25% |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 8% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 45% |
| English learner | 9% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 23% |
| All Students | 8% |
| Females | 6% |
| Males | 10% |
| African American | 23% |
| Asian | 4% |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 2% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 2% |
| Females | 5% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | n/a |
| Students with disability | 6% |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 28% |
| Males | 20% |
| African American | 14% |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 21% |
| Samoan | n/a |
| Other Pacific Islander | 14% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | 6% |
| Students with no reported disability | 26% |
| English learner | 3% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 15% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | 0% |
| Asian | 0% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 18% |
| Males | 17% |
| African American | n/a |
| Asian | 19% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 8% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 16% |
| 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 | 7% |
| All Students | 17% |
| Females | 17% |
| Males | 18% |
| African American | n/a |
| Asian | 18% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| 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 | 27% |
| Females | 22% |
| Males | 32% |
| African American | 27% |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 30% |
| Samoan | n/a |
| Other Pacific Islander | 20% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | 2% |
| Students with no reported disability | 30% |
| English learner | 7% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 23% |
| All Students | 11% |
| 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 | 11% |
| 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.
428 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
427 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 | 68% |
| Females | 76% |
| Males | 62% |
| African American | 57% |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 53% |
| White (not Hispanic) | n/a |
| Declined to state | 83% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 73% |
| Economic Status Unknown | n/a |
| Students with disability | 10% |
| Tested with modifications | n/a |
| English learner | 44% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 76% |
| Females | 78% |
| Males | 75% |
| African American | 59% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 59% |
| White (not Hispanic) | n/a |
| Declined to state | 78% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 69% |
| Economic Status Unknown | n/a |
| Students with disability | 24% |
| Tested with modifications | n/a |
| English learner | 65% |
| 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
Pacific Islander
Other Pacific Islander
White (not Hispanic)
All students
Economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 42% | 8% | ||
| Hispanic or Latino | 29% | 49% | ||
| African American | 20% | 7% | ||
| White | 4% | 28% | ||
| Pacific Islander | 3% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 44% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 75% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Hmong | 49% | 1% | ||
| Spanish | 32% | 85% | ||
| Mien (Yao) | 4% | 0% | ||
| Hindi | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Tongan | 2% | 0% | ||
| Cantonese | 1% | 2% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Marshallese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Armenian | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Punjabi | 0% | 1% | ||
| Rumanian | 0% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 0% | 0% | ||
| Somali | 0% | 0% | ||
| Ukrainian | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 88% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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3500 Florin Road
Sacramento,
CA 95823
Phone: (916) 433-5100
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