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Teacher quality
Principal leadership
Parent involvement
I am a freshmen in John F Kennedy High school. I have to say that I really enjoy it. The diversity in this school makes it interesting to learn. I have wonderful teachers, who makes learning fun and easy. Overall, it's a great school and I am glad I came here. p.s: it does have its little ups and downs, but which school doesn't have that?
—Submitted by a student
My son graduated in 2012. He was in the PACE program, which did a good job of helping him stay on track for college. He's currently attending a high ranking university on the east coast. Kennedy is an urban school, drawing its diverse student body from a wide variety socioeconomic and racial backgrounds. You have a few students headed for Princeton and a few students headed for prison, with most of them headed somewhere in between. This was a great environment for a taste of "real world" diversity. I would recommend the PACE program. With budget cuts, however, it's incumbent upon parents to fund-raise. So if you aren't willing to chip in to make sure that your students get the resources they need, then twice about coming here.
—Submitted by a parent
This school has been throughly disappointing. I transferred here from Florida. My old high school was in a good area and was almost like a mini college. You felt more like an adult there than at Kennedy. At Kennedy, you can find some teachers who will stay on task. A majority spend their time talking about personal problems or advice on life. I understand they think they are helping; however, I'd rather be learning about French than how to make a living. I have parents to teach me about life. I also find they try to go on and on about things that have NOTHING to do with the class subject. And if you try to write they yell at you if you tune out their stupid rambling. I'm sorry to those who don't agree. Because this school posses many different programs but for those who actually want to learn...good luck. Because a majority of these teachers don't care if you graduate. They are more concerned on blaming you for being inadequete or to tell you that you simply aren't good enough to pass their class.
—Submitted by a student
While the PACE program may be a good program, it does nothing to reach out to struggling underprivileged children who could really use the program to their advantage. I am a graduate of the PACE program, and many teachers are unhappy about the fact that PACE takes the 'cream of the crop' from Kennedy and then seeks more funding from the school. Many PACE students are those from privileged backgrounds that are essentially separated from the general population of the school. Gangs are becoming a bigger problem than the school realizes, and more often incidents are being under reported, since they usually occur outside of the school rather than on campus. The school is filled with lackluster teacher, even within the PACE program. The school lacks substantial leadership that tries to hide the schools problems rather than actually solve them
—Submitted by a student
My grndddaghter came from Tucson to live with me in November of her Freshman year(she is now a Junior). She has been happy there and seems to be learning a lot. I am happy with the scholastics as well as the activies offered.
—Submitted by a parent
I am a parent of a 9th grader who is attending JFK. She is enjoying her new friends and classes. I also attended JFK and graduated in 84. I see many statements as to gans, fights etc... Of course you will alwayss have something in every school. Keep to yourself hang with the right crowd, and you will surely succeed.
—Submitted by a parent
I echo my sentiments that the biggest problem now for Kennedy is ridding it of its lingering bad reputation. My daughter and I have been pleased overall, perhaps primarily due to the PACE program. I was involved with the hiring of the principal and although there were problems with that (which was not his fault but rather the way the district handled things), he has done a fine job. I say that as I haven't heard anything positive or negative and sometimes no news is good news, if you know what I mean. I would recommend the PACE program and school to all local community families. I sure am happy with the 1-mile commute. Sorry to all of you who felt you needed to pay all that $ to send your kids to private schools and now you have to also pay high gas prices to get them there. Come back.
—Submitted by a parent
I'm currently a freshman, and we may have pros and cons around here. The AP-Level Classes and PACE program are very challenging. On the other hand, the other courses are particularly easy. We also have our dedicated and lackluster teachers as well. The campus is good and clean as well.
—Submitted by a student
Dont listen to the bad reviews pace is an excellent program (current student Class of 2010) Pace is a wonderful program and any parent who wants their child to get into a good college like a uc should send their child to pace!
—Submitted by a student
Our son is a Froshman at Kennedy and we have been very pleased with the school leadership and staff. Our son is in the PACE program and the staff have been very responsive to his needs and to ours - as parents. I also note that the Principal is out on the campus a lot and I truly appreciate that. He knows the kids and watches what is going on. The baseball program has also been impressive. The coaches are trying to really build up the program and the talent and have started a Fall League for students who wish to participate.
—Submitted by a parent
Kennedy has it's ups and downs. The campus is fairly clean, but we have a big problem with seagulls sometimes. The only good thing I can say about the school is the PACE program, which strives to send their students to attend and excell in competitive 4-year colleges.
—Submitted by a student
Kennedy has improved quite a bit over the past several years. I think one of it's biggest challenges is getting over its old reputation. From what I have seen there is great support and opportunities at Kennedy, even more so if parents and students take advantage of it.
—Submitted by a parent
This school could use a lot of work. The teachers vary some are good and others are bad. It has some extraciricular activities for students, but those are the only redeeming qualities. I wouldnt suggest sending your child to this school.
—Submitted by a former student
At Kennedy, there's a lot of AP classes to choose from and the PACE program certainly increases the prestige at this school. While this school has its share of problems, this campus still has lots to offer in the way of extracurricular activities. There are about thirty different clubs on the campus, some of which include the Hmong club and the badminton club. Parents are involved in the campus by way of PAK, which is the organization that parents join to be involved in the running of the school. They mostly take care of the lockers on campus.
—Submitted by a student
If your child is in honor classes, he/she will probably be fine. If not, however, its possible for the teachers and students to both slack off. Lots of diversity and an overall nice campus.
—Submitted by a former student
dont send your kids to kennedy. too many gangs, fights, drugs and horrible teachers. horrid facilities also.
—Submitted by a student
the school is nice! its kept fairly clean and the teachers there are really good in teaching! the sports teams are not the best but students show alot of spirit in the games
—Submitted by a former student
This school is very over crowded and the staff seems to have some control over what happens in the classrooms, less control over what happens in the halls, & even less control over what happens at lunch periods. However, the princple was very willing to talk to me and very willing to help where she could.
—Submitted by a parent
The quality of the academic programs is fairly decent, all things considered. You don't have to go out of your way to find challenging programs.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
287 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
246 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
464 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
141 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
225 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
193 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
441 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
32 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
442 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
450 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
439 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
447 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 17% |
| Females | 20% |
| Males | 15% |
| African American | 10% |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 23% |
| Students with disability | 8% |
| Students with no reported disability | 19% |
| English learner | 10% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 35% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | 19% |
| Parent education - declined to state | 20% |
| All Students | 57% |
| Females | n/a |
| Males | 53% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 63% |
| Males | 78% |
| African American | 43% |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 13% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 92% |
| All Students | 26% |
| Females | 20% |
| Males | 31% |
| African American | 20% |
| Asian | 40% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 25% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 32% |
| Students with disability | 14% |
| Students with no reported disability | 28% |
| English learner | 13% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 13% |
| All Students | 56% |
| Females | 56% |
| Males | 55% |
| African American | 41% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 23% |
| Samoan | n/a |
| Other Pacific Islander | 27% |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 70% |
| Students with disability | 8% |
| Students with no reported disability | 58% |
| English learner | 6% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 54% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 52% |
| Males | 56% |
| African American | 31% |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 55% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 11% |
| Females | 8% |
| Males | 14% |
| African American | 0% |
| Asian | 29% |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 12% |
| Students with disability | 8% |
| Students with no reported disability | 12% |
| English learner | 5% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 30% |
| Males | 40% |
| African American | 15% |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 40% |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 36% |
| Males | 41% |
| African American | 20% |
| Asian | 43% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 44% |
| Students with disability | 24% |
| Students with no reported disability | 40% |
| English learner | 16% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 51% |
| Females | 38% |
| Males | 65% |
| African American | 26% |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 63% |
| Males | 54% |
| African American | 42% |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 70% |
| Students with disability | 15% |
| Students with no reported disability | 60% |
| English learner | 17% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 46% |
| All Students | 13% |
| Females | 11% |
| Males | 15% |
| African American | 3% |
| Asian | 15% |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 0% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 3% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | 0% |
| All Students | 88% |
| Females | 85% |
| Males | 89% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 52% |
| Males | 61% |
| African American | 34% |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 66% |
| Students with disability | 22% |
| Students with no reported disability | 58% |
| English learner | 23% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 44% |
| All Students | 45% |
| Females | 36% |
| Males | 53% |
| African American | 24% |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 56% |
| Students with disability | 18% |
| Students with no reported disability | 47% |
| English learner | 16% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 23% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 11% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 2% |
| Males | 6% |
| African American | 6% |
| Asian | 3% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 7% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 71% |
| Males | 56% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 0% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 15% |
| Males | 13% |
| African American | 10% |
| Asian | 17% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 5% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 51% |
| Males | 48% |
| African American | 32% |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 61% |
| Students with disability | 13% |
| Students with no reported disability | 52% |
| English learner | 9% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 31% |
| All Students | 5% |
| Females | 3% |
| Males | 7% |
| African American | 0% |
| Asian | 7% |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 7% |
| Students with disability | 0% |
| Students with no reported disability | 6% |
| English learner | 0% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 41% |
| Females | 27% |
| Males | 58% |
| African American | n/a |
| Asian | 43% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 60% |
| Males | 76% |
| African American | n/a |
| Asian | 61% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 42% |
| Males | 52% |
| African American | 25% |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 56% |
| Students with disability | 19% |
| Students with no reported disability | 50% |
| English learner | 16% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 35% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
472 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
473 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 90% |
| Males | 79% |
| African American | 64% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | 98% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | 29% |
| Tested with modifications | n/a |
| English learner | 54% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 85% |
| African American | 63% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Declined to state | 98% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 34% |
| Tested with modifications | n/a |
| English learner | 69% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
Pacific Islander
Other Pacific Islander
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 32% | 8% | ||
| African American | 23% | 7% | ||
| Hispanic or Latino | 21% | 49% | ||
| White | 18% | 28% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 48% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Hmong | 39% | 1% | ||
| Spanish | 38% | 85% | ||
| Cantonese | 6% | 2% | ||
| Hindi | 4% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Marshallese | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Mien (Yao) | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| German | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Lao | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| Students typically attend these schools prior to attending this school |
Sutter Middle School Sam Brannan Middle School Rosa Parks Middle School |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
| Special staff resources available to students |
Assistant principal(s) Art teacher(s) College counselor(s) Computer specialist(s) Cooking/Nutrition teacher(s) Dance teacher(s) ELL/ESL Coordinator Gardening teacher(s) Instructional aide(s)/coach(es) Librarian/media specialist(s) Math specialist(s) Music teacher(s) PE instructor(s) Nurse(s) Poetry/Creative writing teacher(s) Reading specialist(s) Robotics/Technology specialist(s) Security personnel School psychologist School social worker/counselors(s) Special education coordinator Speech and language therapist(s) Teacher aid/assistant teacher Tutor(s) |
| Foreign languages spoken by school staff |
American sign language Chinese (Cantonese) Chinese (Mandarin) French Hmong Japanese Spanish |
| Read more about programs at this school | |
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6715 Gloria Dr.
Sacramento,
CA 95831
Website: Click here
Phone: (916) 433-5200
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