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GreatSchools Rating

Hiram W. Johnson High School

Public | 9-12 | 14 students

 

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Living in Sacramento

Situated in an inner city neighborhood. The median home value is $80,800. The average monthly rent for a 2 bedroom apartment is $900.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted December 14, 2013

I use to be a student in 97 and ive notice a huge change from when i went here and i havent heard anything bad coming from this school not like when i went there Johnson was always on the news and not becuz of something good. But we have to remember its up to the students if they want to learn or not and how they act in school.


Posted August 1, 2013

I have a son is attending to 10th grade this year to Hiram W. Johnson High school he like it is not bad what everyone say it has improve the student and the teacher willing to do right! Us parent are trying to get a PTA member to get more parent and student to help out the school and keep it safety and security. I like the how the school are getting more by langues to come together. We can o help the family come in one to bring there student to school in the same district. Principal and teacher should get more invold with the student and get to know them and instead stair a type them how they walk talk and dress it about education and who wants to lean and be somebody in there life going to school with out student in school teacher will not get paid. We are going to have more communication for the student and parent and teacher and principal to come together and hear everyone voice to be heard! Thank you!
—Submitted by a parent


Posted July 28, 2013

I've attended Hiram Johnson for one year now as a Junior, now a senior. I previously went to a very "High ended" high school on the East Coast in North Carolina. The community and population is very different to me, it is more cultural and honestly I was culture shocked when first moving here. I am an Asian who was raised in a mainly white community, and it was very different for me. Despise the horrible rumors about Hiram Johnson, I attended and I'm glad I did. I'm a young girl who is pursuing a medical career and Hiram Johnson has given me the opportunity to visit multiple medical sites, receive hands on training, and to even meet many inspirational medical icons. The education here is wonderful as long as you know or have an idea of who you would like to be in the future. Some rumors are true, it all depends on who you decide to group yourself with.


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 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 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 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 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 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 a parent


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

About these ratings

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

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

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

This school's
API score

700

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

8 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

700

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

-3

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

3 / 10

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

8 / 10

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

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

275 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
16%

2011

 
 
15%

2010

 
 
19%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

35 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
54%

2010

 
 
n/a
Earth Science

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

338 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
23%

2011

 
 
27%

2010

 
 
16%
English Language Arts

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

336 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
33%

2011

 
 
38%

2010

 
 
29%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
4%
Geometry

The state average for Geometry was 45% in 2013.

58 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
45%

2011

 
 
32%

2010

 
 
17%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

138 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
8%

2011

 
 
7%

2010

 
 
5%
Algebra II

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

34 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
30%

2011

 
 
43%

2010

 
 
35%
Biology/Life Sciences

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

282 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
40%

2011

 
 
31%

2010

 
 
19%
Chemistry

The state average for Chemistry was 46% in 2013.

23 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
35%

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
17%

2011

 
 
13%

2010

 
 
5%
English Language Arts

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

307 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
30%

2011

 
 
25%

2010

 
 
23%
Geometry

The state average for Geometry was 15% in 2013.

132 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
14%

2011

 
 
9%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

303 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
47%

2011

 
 
38%

2010

 
 
23%
World History

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

337 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
29%

2011

 
 
23%

2010

 
 
15%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

27 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
13%

2011

 
 
6%

2010

 
 
7%
Algebra II

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

91 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
14%

2011

 
 
18%

2010

 
 
9%
Biology/Life Sciences

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

29 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
10%

2011

 
 
21%

2010

 
 
28%
Chemistry

The state average for Chemistry was 32% in 2013.

116 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
18%

2011

 
 
8%

2010

 
 
16%
Earth Science

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

21 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
31%

2011

 
 
23%

2010

 
 
17%
English Language Arts

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

290 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
30%

2011

 
 
25%

2010

 
 
19%
Geometry

The state average for Geometry was 8% in 2013.

95 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
9%

2011

 
 
7%

2010

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

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

41 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
14%

2011

 
 
23%

2010

 
 
24%
Physics

The state average for Physics was 58% in 2013.

14 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
36%

2011

 
 
43%

2010

 
 
19%
U.S. History

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

319 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
40%

2011

 
 
39%

2010

 
 
22%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students14%
Females9%
Males18%
African American5%
Asian27%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged17%
Non-economically disadvantaged2%
Students with disabilityn/a
Students with no reported disability14%
English learner15%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)11%
Parent education - college graduate10%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students80%
Females71%
Males89%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged87%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students29%
Females24%
Males34%
African American23%
Asian37%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged26%
Non-economically disadvantaged39%
Students with disability0%
Students with no reported disability34%
English learner12%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)38%
Parent education - college graduate33%
Parent education - graduate school/post graduate33%
Parent education - declined to state29%

English Language Arts

All Students39%
Females36%
Males42%
African American40%
Asian45%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged36%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability39%
English learner9%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate32%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)48%
Parent education - college graduate54%
Parent education - graduate school/post graduate40%
Parent education - declined to state52%

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
Native Hawaiiann/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

Geometry

All Students25%
Females19%
Males31%
African Americann/a
Asian28%
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students11%
Females8%
Males14%
African American4%
Asian23%
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability12%
English learner11%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)5%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students41%
Females39%
Males44%
African Americann/a
Asian44%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate42%
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 Students39%
Females36%
Males42%
African American28%
Asian51%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged40%
Non-economically disadvantaged37%
Students with disability13%
Students with no reported disability42%
English learner14%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate39%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)46%
Parent education - college graduate31%
Parent education - graduate school/post graduate17%
Parent education - declined to state38%

Chemistry

All Students43%
Females42%
Males45%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students27%
Females27%
Males27%
African American22%
Asian39%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged26%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability28%
English learner1%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate25%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)35%
Parent education - college graduate22%
Parent education - graduate school/post graduate23%
Parent education - declined to state25%

Geometry

All Students11%
Females6%
Males15%
African American8%
Asian17%
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged13%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability11%
English learner8%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)4%
Parent education - college graduate7%
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students45%
Females41%
Males49%
African American26%
Asian59%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged46%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability46%
English learner16%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate47%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)51%
Parent education - college graduate44%
Parent education - graduate school/post graduate38%
Parent education - declined to state26%

World History

All Students24%
Females18%
Males28%
African American13%
Asian33%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged23%
Non-economically disadvantaged26%
Students with disability6%
Students with no reported disability26%
English learner5%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate24%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)23%
Parent education - college graduate25%
Parent education - graduate school/post graduate31%
Parent education - declined to state18%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students15%
Females21%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability15%
English learner20%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students21%
Females27%
Males13%
African Americann/a
Asian24%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability21%
English learner24%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students24%
Females14%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability26%
English learner17%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
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 Students29%
Females26%
Males34%
African Americann/a
Asian42%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability30%
English learner19%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)20%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students43%
Femalesn/a
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only50%
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 Students34%
Females30%
Males38%
African American7%
Asian31%
Filipinon/a
Hispanic or Latino41%
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 disadvantaged32%
Students with disabilityn/a
Students with no reported disability34%
English learner10%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate29%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)38%
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Geometry

All Students6%
Females0%
Males13%
African Americann/a
Asian3%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability7%
English learner8%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)8%
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 Students29%
Females19%
Males47%
African Americann/a
Asian38%
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students50%
Femalesn/a
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only64%
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

U.S. History

All Students47%
Females40%
Males54%
African American31%
Asian54%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged48%
Non-economically disadvantaged42%
Students with disability3%
Students with no reported disability52%
English learner26%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate53%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)49%
Parent education - college graduate50%
Parent education - graduate school/post graduate9%
Parent education - declined to state37%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

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

333 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%

2011

 
 
67%

2010

 
 
62%
Math

The state average for Math was 84% in 2013.

340 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%

2011

 
 
67%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students68%
Females70%
Males66%
Gender Unknownn/a
African American54%
Asian74%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)84%
Declined to staten/a
Economically disadvantaged68%
Non-economically disadvantaged65%
Economic Status Unknownn/a
Students with disability31%
Tested with modificationsn/a
English learner31%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students73%
Females73%
Males73%
Gender Unknownn/a
African American59%
Asian89%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)76%
Declined to staten/a
Economically disadvantaged75%
Non-economically disadvantaged64%
Economic Status Unknownn/a
Students with disability31%
Tested with modificationsn/a
English learner53%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 43%
Asian 29%
Black 14%
White 7%
Two or more races 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 91%N/AN/A
English language learners 27%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 38%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Felisberto Cedros
Fax number
  • (916) 277-6835

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

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

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