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Teacher quality
Principal leadership
Parent involvement
Dr.OZ has visited Hiram Johnson because of Mr. Vidovich and his third period English class.
I'm a sophmore at HJHS. Many people say that Hiram Johnson Highschool is a bad school just because of the reputation of many bad kids, fights, and many other things and issues. This is FALSE. If you actually take a chance and come to this school, its a very good school. They teach you the same thing like any other highschools around us. Every teacher has their own way of teaching. The only thing that is backing Hiram Johnson Highschool down is the different administration. Last year when i was a freshman, the school was good. I knew many different teachers who supported me and welcomed me. On top of that, the administration was very different. Its not because of the student's reputation or the teachers. The only reason why teachers are teaching like this is because of the administarion and because they DO NOT want to loose their jobs. This year, half the teachers i knew were fired, BECAUSE OF THE STUDENT'S STATE TEST. The only reason why our school is in the top 10 of the WORST SCHOOLS is because of the state tests, grades, and the administration. If you have never went to HJHS, then you wouldn't know the difference between now and 10 years ago.
—Submitted by a student
I am SO happy with the curriculum and programs at HJHS. I have two children there and they're very happy and excited about school! When we first moved to Sacramento, my daughter was just finishing middle school. Upon entering high school, she fed into HJHS however she wanted to go to another school so we transferred and her grades went down horribly. Now that she's back at HJHS, I can't tell you how much she's excelling in all her classes! She's involved in so many activities. My son just started high school. He also goes to HJHS. They are doing so well and are so engaged in clubs, athletics and their classes! I truly believe that with the sense of caring they're receiving from the teachers and program sponsors, they've become exceptional students. If I knew what I know now, we would've never left!
—Submitted by a parent
We had tried to get my son in to McClatchy through a transfer, but they were so behind in paperwork that they let us know he got in during the middle of the second week of school. By that time, my son was enjoying Johnson! Comparing the staff at the two schools is like apples to oranges. Johnson has been caring, involved and motivated. I even got a call from one of his teachers last night just saying how glad she is that he's in his class and what a good kid he is. I'm so glad he chose Johnson!
—Submitted by a parent
HJHS has a bad reputation from it's past, but in recent years, has really made huge strides in progress. The teachers and administrators are constantly seeking ways to better the school and improve the community there.
—Submitted by a teacher
I am an incoming senior at Hiram Johnson High School and i have no regrets about coming here. When i started out my freshmen year, i had the opportunity to go to CKM or Christian Brothers, however, i ended up coming to Hiram Johnson. At first, i was like man i dont want to go there. However, after settling in for a couple of weeks, i realized that it wasnt such a bad school over all.. The Staff are really inspring and motivating role models. There are man unique teachers here. However, one bad thing about this school is the lack of desire students have to succeed. They were born raised in struggling conditions. What i dont like is how Hiram Johnson is criticized for being such a bad school when we are the ones that have to deal with the most adversities.
—Submitted by a student
My daughter is a senior at HJHS. There are many teachers that are horrible, and a few really good teachers. I am very active in her life, and try to interact regularly with staff/admin. Many welcome this, but a few resent my participation. There should be better standards for the school administration, including teachers. There should be ongoing training and screening not just for current teachers, but substitutes as well. Just because you received your teaching credentials 20 years ago doesn't necessarily mean you are up to date and capable of interacting with the youth of today.
—Submitted by a parent
My daughter is currently a junior at HJHS. Although the administration clearly has good intentions, some of the most academically challenged kids are still falling through the cracks. There is virtually no parent communication and absolutely no parent participation. Some of the staff have a complete and total disregard for underachievers. If you are located in this school's boundaries, I would think long and hard before I decided to send my child to HJHS.
—Submitted by a parent
I graduated from Johnson high 2 years ago. The school was undergoing alot of changes my last two years there, but overall I had a good experience, and I am currently going to a university. I will be honest, the school can definately use some improvement,in both the curriculum and the individuals they staf, but people are not perfect. The one thing I can say is that I do not regret my decision to stay at Johnson insteat of transferring when we moved out of the district
—Submitted by A. Douglas, a former student
I am a student at Hiram Johnson Hugh School and I dont think that the school is very bad. I think that there can be better staff but the school builds alot of character for students.
—Submitted by Frankikera Jones, a former student
Hiram Johnson has such wonderful students who deserve the best. Unfortunately, because many of them come from homes that are not middle or upper class, the school does not have the same funds to provide them the same opportunities as schools in upper class neighborhoods. Lack of support makes it difficult for teachers to retain their dedication and commitment in the district when they are told their hard work does not matter in the form of a lay off notice. Hopefully, the school will be able to retain its high quality teachers. The students deserve the best.
—Submitted by a teacher
Wonderful friendly feel to the campus despite a facility in need of renovation. Students very cohesive and inclusive towards one another. Lots of afterschool clubs.
—Submitted by a parent
I know the state makes the kids test but, I wish they had classes to learn a trade and get an apprenticeship when they graduate.
—Submitted by Hector, a former student
I have heard bad rumors about Hiram Johnson, but I believe those to be only rumors. It seems like the press over emphasize the bad things that happen, and don't cover all the wonderful things that are going on at Hiram Johnson. I think that if the community becomes involved in the school even more, then that bad press will hopefully end. The kids might have a better ourlook on the school, and care more about taking care of it, rather than 'living up to' that bad reputation.
—Submitted by a student
I wasn't fond of sending my son to Johnson, I didn't hear anything nice about the school, so I made a deal with my son, the first bad thing that happens I will pull him out. My son loves it there, he likes all his teachers, and Mrs. Lafoya. Not saying the school doesn't have there problems but all schools do, and this one came a long way and still has a ways to go, but my son has good friends, he is on the football team, and honor roll!
—Submitted by Frances G., a parent
I think this schools has a big gang problem my kid is very scared to attend that school so I put him in home studies. I give that school a f-. the teachers are bad to they dont listen to the students when they have problems with there work. I am really upset with this school. I think the best think for it is to close it its a waste of the taxs payers money a good for nothing school.
—Submitted by Jose G., a parent
This school has improved over the past three years. There is a new principal there and she is doing a great job so far. My son's counselor (Joann Richardson) is the greatest, she has helped my son Stuart...she found him something he wanted to do in life (become a fireman). Thank you so much Mrs. Richardson and staff!
—Submitted by Esther Rios, a parent
Johnson High has improve for the last couple of years. My son and daughter enjoy their stay here with the students and staff memebers here. The staff memebers are also very helpful everytime I go to pick up my child. The teachers there do their best to help my son and daughter to acheive their goals and also to have good grades. Don't let the rumors get you wrong about this school. Its a very great school and they have excellent teachers/staff here.
—Submitted by karen hornbeck, a parent
It is a new year at Johnson High. With a new principal, small learning groups, and fewer students it is a far safer, and more enjoyable school.
—Submitted by a teacher
This school has gotten better over the last 4 years but there still needs to be improvement.
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 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.
296 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.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
333 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
343 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.
45 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.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
305 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
332 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
163 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.
330 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
361 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.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
336 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
99 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.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
369 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 16% |
| Females | 16% |
| Males | 16% |
| African American | 4% |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 13% |
| Students with disability | 0% |
| Students with no reported disability | 16% |
| English learner | 11% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 7% |
| Parent education - declined to state | 17% |
| 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 | 81% |
| Females | 79% |
| Males | 82% |
| African American | n/a |
| Asian | 87% |
| 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 | 80% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 75% |
| 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 | 23% |
| Females | 20% |
| Males | 27% |
| African American | 17% |
| Asian | 34% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| 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) | 42% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 17% |
| Students with disability | 8% |
| Students with no reported disability | 26% |
| English learner | 11% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 7% |
| Parent education - declined to state | 23% |
| All Students | 33% |
| Females | 38% |
| Males | 30% |
| African American | 22% |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| 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) | 44% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 7% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 35% |
| 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 | 45% |
| Females | 33% |
| Males | 54% |
| African American | n/a |
| Asian | 52% |
| 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 | 50% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 47% |
| 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 |
| 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 | 4% |
| Males | 13% |
| African American | n/a |
| Asian | 14% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 4% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 4% |
| 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 | 28% |
| Males | 35% |
| African American | n/a |
| Asian | 34% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 13% |
| 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 | 40% |
| Females | 35% |
| Males | 45% |
| African American | 31% |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 27% |
| Students with disability | 13% |
| Students with no reported disability | 41% |
| English learner | 16% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 35% |
| Females | 25% |
| Males | n/a |
| African American | n/a |
| Asian | 46% |
| 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 | 32% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| 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 | n/a |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 33% |
| English learner | 0% |
| Fluent-English proficient and English only | 33% |
| 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 | 31% |
| Males | 29% |
| African American | 26% |
| Asian | 28% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 4% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 14% |
| Females | 13% |
| Males | 15% |
| African American | 6% |
| Asian | 14% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | 10% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 11% |
| 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 |
| 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 | 42% |
| Males | 53% |
| African American | 46% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 22% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 47% |
| All Students | 29% |
| Females | 25% |
| Males | 35% |
| African American | 21% |
| Asian | 33% |
| 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) | 50% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 23% |
| Students with disability | 3% |
| Students with no reported disability | 32% |
| English learner | 9% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
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 | 13% |
| Females | 8% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 6% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| 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 | 14% |
| Females | 16% |
| Males | 10% |
| African American | n/a |
| Asian | 20% |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | 20% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 6% |
| 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 | 10% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| 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 | 18% |
| Females | 17% |
| Males | 19% |
| African American | n/a |
| Asian | 16% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 4% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 26% |
| 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 | 31% |
| Females | 17% |
| Males | 41% |
| African American | 31% |
| Asian | 26% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 27% |
| Students with disability | 15% |
| Students with no reported disability | 36% |
| English learner | 24% |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 53% |
| 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 | 30% |
| Males | 31% |
| African American | 27% |
| Asian | 37% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 36% |
| Students with disability | 15% |
| Students with no reported disability | 31% |
| English learner | 9% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
| All Students | 9% |
| Females | 2% |
| Males | 15% |
| African American | 0% |
| Asian | 20% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 3% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 14% |
| Males | n/a |
| 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 | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| 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 | 33% |
| Males | 38% |
| African American | n/a |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 31% |
| 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 | 40% |
| Females | 29% |
| Males | 49% |
| African American | 33% |
| Asian | 44% |
| 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) | 64% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 51% |
| Students with disability | 13% |
| Students with no reported disability | 44% |
| English learner | 15% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| 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.
363 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
363 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 | 71% |
| Females | 80% |
| Males | 61% |
| African American | 60% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Declined to state | 77% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 83% |
| Economic Status Unknown | n/a |
| Students with disability | 14% |
| Tested with modifications | n/a |
| English learner | 46% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 78% |
| Females | 80% |
| Males | 77% |
| African American | 62% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Declined to state | 85% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 85% |
| Economic Status Unknown | n/a |
| Students with disability | 25% |
| Tested with modifications | n/a |
| English learner | 69% |
| 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 - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 38% | 49% | ||
| Asian | 30% | 8% | ||
| African American | 17% | 7% | ||
| White | 12% | 28% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 30% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 64% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 45% | 85% | ||
| Hmong | 22% | 1% | ||
| Mien (Yao) | 9% | 0% | ||
| Cantonese | 7% | 2% | ||
| Vietnamese | 7% | 2% | ||
| Russian | 3% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hindi | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Urdu | 1% | 0% | ||
| Indonesian | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Marshallese | 0% | 0% | ||
| Rumanian | 0% | 0% | ||
| Tongan | 0% | 0% | ||
| Ukrainian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 90% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
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6879 14th Avenue
Sacramento,
CA 95820
Phone: (916) 277-6300
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