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GreatSchools Rating

Hiram W. Johnson High School

Public | 7-12 | 2153 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
Based on 2 ratings

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20 reviews of this school


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Posted May 4, 2012

Dr.OZ has visited Hiram Johnson because of Mr. Vidovich and his third period English class.


Posted May 7, 2011

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


Posted October 9, 2010

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


Posted October 1, 2010

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


Posted January 25, 2010

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


Posted June 16, 2009

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


Posted December 18, 2008

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


Posted May 17, 2007

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


Posted April 28, 2007

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


Posted December 20, 2006

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


Posted May 17, 2006

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


Posted August 27, 2005

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


Posted August 16, 2005

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


Posted November 12, 2004

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


Posted March 25, 2004

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


Posted March 18, 2004

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


Posted December 5, 2003

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


Posted November 21, 2003

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


Posted September 27, 2003

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


Posted August 22, 2003

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.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

703

Change from
2011 to 2012

+34

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

7 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

703

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+34

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

2 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

7 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
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2009

 
 
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English Language Arts

The state average for English Language Arts was 62% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

296 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
15%

2010

 
 
19%

2009

 
 
28%
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

36 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
54%

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

333 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
27%

2010

 
 
16%

2009

 
 
12%
English Language Arts

The state average for English Language Arts was 57% in 2012.

343 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
38%

2010

 
 
29%

2009

 
 
31%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
4%

2009

 
 
11%
Geometry

The state average for Geometry was 48% in 2012.

45 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
32%

2010

 
 
17%

2009

 
 
25%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

106 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
7%

2010

 
 
5%

2009

 
 
6%
Algebra II

The state average for Algebra II was 42% in 2012.

59 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
43%

2010

 
 
35%

2009

 
 
31%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

305 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
31%

2010

 
 
19%

2009

 
 
14%
Chemistry

The state average for Chemistry was 51% in 2012.

20 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 35% in 2012.

24 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
13%

2010

 
 
5%

2009

 
 
6%
English Language Arts

The state average for English Language Arts was 50% in 2012.

332 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
25%

2010

 
 
23%

2009

 
 
22%
Geometry

The state average for Geometry was 17% in 2012.

163 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
9%

2010

 
 
5%

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

330 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
38%

2010

 
 
23%

2009

 
 
23%
World History

The state average for World History was 46% in 2012.

361 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
23%

2010

 
 
15%

2009

 
 
16%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

39 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
6%

2010

 
 
7%

2009

 
 
3%
Algebra II

The state average for Algebra II was 15% in 2012.

113 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
18%

2010

 
 
9%

2009

 
 
12%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

19 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
21%

2010

 
 
28%

2009

 
 
24%
Chemistry

The state average for Chemistry was 34% in 2012.

102 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
8%

2010

 
 
16%

2009

 
 
11%
Earth Science

The state average for Earth Science was 38% in 2012.

118 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
23%

2010

 
 
17%

2009

 
 
4%
English Language Arts

The state average for English Language Arts was 48% in 2012.

336 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
25%

2010

 
 
19%

2009

 
 
15%
Geometry

The state average for Geometry was 9% in 2012.

99 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
7%

2010

 
 
2%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
14%

2011

 
 
23%

2010

 
 
24%

2009

 
 
15%
Physics

The state average for Physics was 56% in 2012.

36 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
43%

2010

 
 
19%

2009

 
 
8%
U.S. History

The state average for U.S. History was 48% in 2012.

369 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
39%

2010

 
 
22%

2009

 
 
21%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

Algebra I

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

English Language Arts

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

Math

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

About the tests


In 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

Algebra I

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

English Language Arts

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

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

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

Science

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

About the tests


In 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

Algebra I

All Students16%
Females16%
Males16%
African American4%
Asian30%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged16%
Non-economically disadvantaged13%
Students with disability0%
Students with no reported disability16%
English learner11%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate18%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)17%
Parent education - college graduate15%
Parent education - graduate school/post graduate7%
Parent education - declined to state17%

Algebra II

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

Biology/Life Sciences

All Students81%
Females79%
Males82%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged80%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students23%
Females20%
Males27%
African American17%
Asian34%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged25%
Non-economically disadvantaged17%
Students with disability8%
Students with no reported disability26%
English learner11%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate24%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)27%
Parent education - college graduate32%
Parent education - graduate school/post graduate7%
Parent education - declined to state23%

English Language Arts

All Students33%
Females38%
Males30%
African American22%
Asian42%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged34%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability35%
English learner7%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate36%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)34%
Parent education - college graduate36%
Parent education - graduate school/post graduate18%
Parent education - declined to state35%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students45%
Females33%
Males54%
African Americann/a
Asian52%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 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

Algebra I

All Students8%
Females4%
Males13%
African Americann/a
Asian14%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability9%
English learner4%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students30%
Females28%
Males35%
African Americann/a
Asian34%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate39%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students40%
Females35%
Males45%
African American31%
Asian42%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged41%
Non-economically disadvantaged27%
Students with disability13%
Students with no reported disability41%
English learner16%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate35%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)49%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Chemistry

All Students35%
Females25%
Malesn/a
African Americann/a
Asian46%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students17%
Femalesn/a
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability33%
English learner0%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students30%
Females31%
Males29%
African American26%
Asian28%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged30%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability30%
English learner4%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate20%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)39%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Geometry

All Students14%
Females13%
Males15%
African American6%
Asian14%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability14%
English learner10%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate14%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

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

Science

All Students47%
Females42%
Males53%
African American46%
Asian50%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged47%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability47%
English learner22%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate37%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)56%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

World History

All Students29%
Females25%
Males35%
African American21%
Asian33%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged30%
Non-economically disadvantaged23%
Students with disability3%
Students with no reported disability32%
English learner9%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate25%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)33%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students13%
Females8%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability11%
English learner6%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students14%
Females16%
Males10%
African Americann/a
Asian20%
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability14%
English learner20%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students10%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students18%
Females17%
Males19%
African Americann/a
Asian16%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learner4%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students31%
Females17%
Males41%
African American31%
Asian26%
Filipinon/a
Hispanic or Latino30%
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged27%
Students with disability15%
Students with no reported disability36%
English learner24%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students30%
Females30%
Males31%
African American27%
Asian37%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged29%
Non-economically disadvantaged36%
Students with disability15%
Students with no reported disability31%
English learner9%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)40%
Parent education - college graduate37%
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%

Geometry

All Students9%
Females2%
Males15%
African American0%
Asian20%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability9%
English learner3%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students14%
Females14%
Malesn/a
African Americann/a
Asian18%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students36%
Females33%
Males38%
African Americann/a
Asian47%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students40%
Females29%
Males49%
African American33%
Asian44%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Non-economically disadvantaged51%
Students with disability13%
Students with no reported disability44%
English learner15%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)54%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

363 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
67%

2010

 
 
62%

2009

 
 
59%
Math

The state average for Math was 84% in 2012.

363 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
67%

2010

 
 
68%

2009

 
 
64%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students71%
Females80%
Males61%
African American60%
Asian70%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Declined to state77%
Economically disadvantaged70%
Non-economically disadvantaged83%
Economic Status Unknownn/a
Students with disability14%
Tested with modificationsn/a
English learner46%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students78%
Females80%
Males77%
African American62%
Asian84%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Declined to state85%
Economically disadvantaged78%
Non-economically disadvantaged85%
Economic Status Unknownn/a
Students with disability25%
Tested with modificationsn/a
English learner69%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 130%N/A24%
Students eligible for free or reduced-price lunch program 264%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 90%N/A96%
Emergency credential or waiver 8%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

6879 14th Avenue
Sacramento, CA 95820
Phone: (916) 277-6300

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