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GreatSchools Rating

John F. Kennedy High School

Public | 9-12 | 2150 students

Our school is best known for our outstanding college going culture.

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
No new ratings

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29 reviews of this school


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Posted March 13, 2014

I have a sophomore in the PACE program, which we had heard is comparable to McClatchy's HISP program. After having a son start this school year as a freshman in HISP, I am sorely disappointed in the PACE program. Molecular biology at Kennedy is taught--if you can call it that--by a woman who should have retired years ago. Her class has no rhyme or reason, and my child never knew what to study for. Geometry has an equally inept teacher who asks for food, tissues and printer paper for extra credit...really?! Oh, and kids who brought valentines in for each other received extra credit as well. It is so maddening but we feel obligated to participate to keep our child competitive. My child at Kennedy got into HISP as well, and we thought PACE was the better program and now seeing the HISP program in action, we are extremely regretful but feel our child should ride it out. On a positive note, we love the principal at Kennedy, he is always responsive and in touch with the community--we haven't heard a thing from the administration at McClatchy unless the school is on lockdown--which has happened twice already. Oh, if only the best of both schools could be combined....
—Submitted by a parent


Posted February 21, 2014

I'm a parent of two kids who have been in the JFK High School PACE program. I have been underwhelmed with the English, Science, and counseling at this school, but the social science classes have been good, and the music and Japanese classes have been great. Not the friendliest campus, but if your kids can find their niche (like marching band), then they'll be fine.
—Submitted by a parent


Posted October 16, 2013

I would probably not recommend this highschool based on the fact that you're literally in prison. By saying that, I mean you literally have no freedom what so ever, instructors are really bad and kids behave inappropriately. This is coming from my own experience, coming from a small middle school and being denied into PACE for no explainable reason. I had the thought of trying to change my life and get a long with better than average people through the PACE program. What I soon discovered as a freshmen I got in trouble in class for things I didn't do. I can sit there, kids throw food at each other, it lands near someone desk, soon it piles up, and the person close the the desk(me) get in trouble. You have no say in the situation. I've also had too many teachers that will teach a little, if the class get's loud they stop teaching because hey, it's every students fault if your class is loud. Not to mention some teachers are so bad, they can't be fired because they've worked there for over 10 years. I have more stories, i just have a character limit I'm on right now. The principal is great, he understands some teachers have problems. He will help you, if you approach him personally.


Posted October 19, 2012

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


Posted December 6, 2010

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


Posted March 3, 2010

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


Posted September 16, 2009

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


Posted July 12, 2008

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


Posted February 12, 2008

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


Posted November 6, 2007

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


Posted October 1, 2007

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


Posted August 22, 2007

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


Posted March 28, 2007

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


Posted November 12, 2006

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


Posted February 6, 2006

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


Posted January 25, 2006

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


Posted December 24, 2005

dont send your kids to kennedy. too many gangs, fights, drugs and horrible teachers. horrid facilities also.
—Submitted by a student


Posted October 23, 2005

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


Posted August 16, 2005

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


Posted June 18, 2005

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.

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

745

Change from
2012 to 2013

-16

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

6 / 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

745

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

-16

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)

5 / 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)

6 / 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.

272 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
17%

2011

 
 
19%

2010

 
 
22%
Algebra II

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

41 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
57%

2011

 
 
79%

2010

 
 
79%
Biology/Life Sciences

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

346 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
70%

2011

 
 
68%

2010

 
 
63%
Earth Science

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

172 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
26%

2011

 
 
24%

2010

 
 
22%
English Language Arts

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

524 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
56%

2011

 
 
55%

2010

 
 
61%
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

 
 
0%

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

204 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
54%

2011

 
 
58%

2010

 
 
50%
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.

137 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
11%

2011

 
 
11%

2010

 
 
10%
Algebra II

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

141 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
34%

2011

 
 
31%

2010

 
 
33%
Biology/Life Sciences

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

224 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
38%

2011

 
 
23%

2010

 
 
34%
Chemistry

The state average for Chemistry was 46% in 2013.

184 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
51%

2011

 
 
45%

2010

 
 
47%
Earth Science

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

37 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
n/a

2011

 
 
33%

2010

 
 
30%
English Language Arts

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

431 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
59%

2011

 
 
52%

2010

 
 
60%
Geometry

The state average for Geometry was 15% in 2013.

135 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
13%

2011

 
 
13%

2010

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

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

24 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
88%

2011

 
 
84%

2010

 
 
81%
Science

The state average for Science was 54% in 2013.

438 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
57%

2011

 
 
49%

2010

 
 
56%
World History

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

466 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
45%

2011

 
 
45%

2010

 
 
54%
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.

31 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
11%

2011

 
 
14%

2010

 
 
19%
Algebra II

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

117 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
4%

2011

 
 
16%

2010

 
 
9%
Biology/Life Sciences

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

64 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
64%

2011

 
 
46%

2010

 
 
49%
Chemistry

The state average for Chemistry was 32% in 2013.

108 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
14%

2011

 
 
17%

2010

 
 
19%
Earth Science

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

17 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
22%

2011

 
 
25%

2010

 
 
36%
English Language Arts

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

404 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
50%

2011

 
 
56%

2010

 
 
56%
Geometry

The state average for Geometry was 8% in 2013.

97 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
5%

2011

 
 
5%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

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

138 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
41%

2011

 
 
57%

2010

 
 
48%
Physics

The state average for Physics was 58% in 2013.

109 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
69%

2011

 
 
78%

2010

 
 
67%
U.S. History

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

425 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
48%

2011

 
 
56%

2010

 
 
60%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
35%

2010

 
 
26%
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 Students18%
Females17%
Males17%
African American10%
Asian17%
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)28%
Economically disadvantaged14%
Not economically disadvantaged21%
Students with disability19%
Students with no reported disability17%
English learner15%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented42%
Parent education - not a high school graduate15%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)23%
Parent education - college graduate16%
Parent education - graduate school/post graduate9%
Parent education - declined to state20%

Algebra II

All Students61%
Females58%
Males67%
African Americann/a
Asian78%
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 disadvantaged57%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented65%
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 graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students58%
Females59%
Males58%
African American47%
Asian63%
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)72%
Economically disadvantaged54%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability60%
English learner14%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate54%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)61%
Parent education - college graduate61%
Parent education - graduate school/post graduate65%
Parent education - declined to state56%

Earth Science

All Students23%
Females22%
Males22%
African American8%
Asian15%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged17%
Not economically disadvantaged31%
Students with disability4%
Students with no reported disability26%
English learner13%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)24%
Parent education - college graduate24%
Parent education - graduate school/post graduate29%
Parent education - declined to state25%

English Language Arts

All Students58%
Females61%
Males56%
African American37%
Asian62%
Filipino75%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander55%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged49%
Not economically disadvantaged71%
Students with disability16%
Students with no reported disability60%
English learner10%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate57%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)58%
Parent education - college graduate68%
Parent education - graduate school/post graduate71%
Parent education - declined to state61%

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
Not 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 Students46%
Females47%
Males44%
African American10%
Asian48%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged33%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate36%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)38%
Parent education - college graduate60%
Parent education - graduate school/post graduate50%
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
Not 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
Not 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
Not 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 Students16%
Females18%
Males13%
African American13%
Asian25%
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged12%
Not economically disadvantaged21%
Students with disability8%
Students with no reported disability16%
English learner9%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)13%
Parent education - college graduate29%
Parent education - graduate school/post graduate7%
Parent education - declined to staten/a

Algebra II

All Students32%
Females28%
Males37%
African Americann/a
Asian35%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged32%
Not economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability32%
English learner43%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented38%
Parent education - not a high school graduate33%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)24%
Parent education - college graduate29%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Biology/Life Sciences

All Students17%
Females14%
Males19%
African American8%
Asian26%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged18%
Not economically disadvantaged15%
Students with disability12%
Students with no reported disability18%
English learner6%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate12%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)14%
Parent education - college graduate21%
Parent education - graduate school/post graduate21%
Parent education - declined to state0%

Chemistry

All Students51%
Females44%
Males60%
African American13%
Asian58%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged49%
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability52%
English learner50%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate54%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)50%
Parent education - college graduate55%
Parent education - graduate school/post graduate52%
Parent education - declined to staten/a

Earth Science

All Students11%
Females7%
Males13%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Not economically disadvantagedn/a
Students with disability0%
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only10%
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 Students54%
Females50%
Males57%
African American29%
Asian61%
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged44%
Not economically disadvantaged66%
Students with disability7%
Students with no reported disability55%
English learner12%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate48%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)53%
Parent education - college graduate65%
Parent education - graduate school/post graduate66%
Parent education - declined to state59%

Geometry

All Students14%
Females13%
Males15%
African American5%
Asian14%
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)35%
Economically disadvantaged9%
Not economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability15%
English learner8%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented24%
Parent education - not a high school graduate14%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)6%
Parent education - college graduate28%
Parent education - graduate school/post graduate24%
Parent education - declined to staten/a

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

All Students83%
Femalesn/a
Males81%
African Americann/a
Asian93%
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
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented81%
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 Students50%
Females43%
Males56%
African American24%
Asian62%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged41%
Not economically disadvantaged61%
Students with disability24%
Students with no reported disability51%
English learner17%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate38%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)54%
Parent education - college graduate59%
Parent education - graduate school/post graduate64%
Parent education - declined to state36%

World History

All Students42%
Females31%
Males52%
African American18%
Asian52%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged35%
Not economically disadvantaged52%
Students with disability10%
Students with no reported disability46%
English learner18%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate32%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)47%
Parent education - college graduate49%
Parent education - graduate school/post graduate56%
Parent education - declined to state28%
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 Students13%
Females19%
Males7%
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 disadvantaged11%
Not economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only16%
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 Students4%
Females0%
Males9%
African American8%
Asian6%
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged5%
Not economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talented0%
Parent education - not a high school graduate11%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)5%
Parent education - college graduate3%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students59%
Females57%
Males61%
African Americann/a
Asian74%
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 disadvantaged41%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)47%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Chemistry

All Students15%
Females11%
Males19%
African Americann/a
Asian17%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged14%
Not economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability15%
English learner8%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)22%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students12%
Femalesn/a
Males18%
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 disadvantaged14%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only17%
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 Students48%
Females49%
Males47%
African American37%
Asian52%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged40%
Not economically disadvantaged56%
Students with disability22%
Students with no reported disability49%
English learner4%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate38%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)38%
Parent education - college graduate61%
Parent education - graduate school/post graduate81%
Parent education - declined to state33%

Geometry

All Students0%
Females0%
Males0%
African American0%
Asian0%
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged0%
Not economically disadvantaged0%
Students with disability0%
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students51%
Females41%
Males61%
African Americann/a
Asian59%
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)71%
Economically disadvantaged36%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate43%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)40%
Parent education - college graduate62%
Parent education - graduate school/post graduate62%
Parent education - declined to staten/a

Physics

All Students66%
Females62%
Males69%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged61%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate58%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)61%
Parent education - college graduate77%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

U.S. History

All Students53%
Females50%
Males56%
African American24%
Asian60%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged42%
Not economically disadvantaged66%
Students with disability12%
Students with no reported disability57%
English learner8%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate36%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)50%
Parent education - college graduate64%
Parent education - graduate school/post graduate85%
Parent education - declined to state32%

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
Not 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.

475 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
84%

2011

 
 
84%

2010

 
 
87%
Math

The state average for Math was 84% in 2013.

471 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
86%

2011

 
 
85%

2010

 
 
86%
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 Students78%
Females81%
Males75%
Gender Unknownn/a
African American67%
Asian82%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to state82%
Economically disadvantaged72%
Not economically disadvantaged87%
Economic Status Unknownn/a
Students with disability20%
Tested with modificationsn/a
English learner45%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females84%
Males83%
Gender Unknownn/a
African American66%
Asian94%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to state82%
Economically disadvantaged78%
Not economically disadvantaged91%
Economic Status Unknownn/a
Students with disability31%
Tested with modificationsn/a
English learner73%
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
Asian 30%
Hispanic 27%
Black 19%
White 13%
Two or more races 6%
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 63%N/AN/A
English language learners 12%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

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
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 8%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

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
Source: Provided by school officials and community members.

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Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Cognitive disability
  • Emotional behavioral disabilities
  • Hearing impairments
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)
Clubs
  • Special olympics

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Engineering
  • Mathematics
  • Science
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Access to farm or natural area
  • Garden/Greenhouse
  • Industrial shop
  • Science lab
Vocational or skills-based training offered
  • Auto mechanics
  • Computer programming
  • Engineering
Visual arts
  • Architecture
Clubs
  • Math club
  • Robotics club
  • Science club

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Vocational or skills-based training offered
  • Industrial / graphic design
Visual arts
  • Architecture
  • Ceramics
  • Design
  • Painting
  • Photography
  • Sculpture
  • Textile design
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing and written arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics
  • Technical design and production
  • Video / Film production
Clubs
  • Anime club
  • Art club
  • Dance club
  • Drill team
  • Drum line
  • Marching band

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Foreign languages taught
  • American sign language
  • Chinese (Cantonese)
  • French
  • Japanese
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Chinese (Mandarin)
  • Hmong
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • American sign language
  • Chinese (Cantonese)
  • Chinese (Mandarin)
  • French
  • Hmong
  • Japanese
  • Spanish
Clubs
  • Foreign language club: Spanish, French, Latin, Chin

Health & athletics

Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Dance teacher(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
  • Swimming pool
Clubs
  • Special olympics

Gifted & talented

Instructional and/or curriculum models used
  • Advanced placement courses
  • Gifted / high performing
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Clubs
  • Debate
  • Forensics club
  • National Honor Society
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School start time
  • 8:20 am
School end time
  • 3:05 am
School Leader's name
  • Chad Sweitzer
Best ways for parents to contact the school
  • Email
Gender
  • Coed
Is there an application process?
  • No
Fax number
  • (916) 433-5511

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Advanced placement courses
  • College prep
  • Direct instruction
  • Gifted / high performing
  • Independent Study
  • Internships
  • Project-based
  • STEM
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Engineering
  • Foreign languages
  • Mathematics
  • Music
  • Science
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Cognitive disability
  • Emotional behavioral disabilities
  • Hearing impairments
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • American sign language
  • Chinese (Cantonese)
  • French
  • Japanese
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Chinese (Mandarin)
  • Hmong
  • Spanish
Vocational or skills-based training offered
  • Agriculture
  • Auto mechanics
  • Computer programming
  • Construction / building
  • Culinary
  • Engineering
  • Industrial / graphic design
  • Welding certification

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(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)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Reading specialist(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Security personnel
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • American sign language
  • Chinese (Cantonese)
  • Chinese (Mandarin)
  • French
  • Hmong
  • Japanese
  • Spanish
Extra learning resources offered
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Title I Schoolwide program (SWP)
  • Tutoring
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Transportation options
  • Transportation provided for special education students only
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • College/career center
  • Garden/Greenhouse
  • Gym
  • Industrial shop
  • Internet access
  • Kitchen
  • Learning lab
  • Library
  • Music room
  • Parent center
  • Performance stage
  • Science lab
  • Swimming pool
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • Baseball
  • Basketball
  • Cheerleading
  • Cross country
  • Football
  • Golf
  • Rugby
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Rugby
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo
  • Wrestling

Arts & music

Visual arts
  • Architecture
  • Ceramics
  • Design
  • Painting
  • Photography
  • Sculpture
  • Textile design
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Anime club
  • Art club
  • Dance club
  • Debate
  • Drill team
  • Drum line
  • Foreign language club: Spanish, French, Latin, Chin
  • Forensics club
  • JROTC
  • Lesbian, gay, transgender club
  • Marching band
  • Math club
  • National Honor Society
  • Robotics club
  • Science club
  • Special olympics
  • Student council/government
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
Summer college prep programs
School-sponsored trips to college campuses
Visiting teachers or lecturers from colleges
Notice an inaccuracy? Let us know!

6715 Gloria Drive
Sacramento, CA 95831
Website: Click here
Phone: (916) 433-5200

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