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GreatSchools Rating

Mira Loma High School

Public | 9-12

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 6 ratings
2012:
Based on 3 ratings
2011:
Based on 2 ratings

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67 reviews of this school


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Posted September 12, 2014

My mother and I graduated from Mir Loma, her 1984 and me 2005, and I loved this school. Sure the football team was terrible but academically, which is what truly matters, was fantastic. I am still friends with some of my teachers and enjoy visiting whenever I can. I hope that my son will also be able to attend Mira Loma and graduate.
—Submitted by a parent


Posted August 1, 2014

As a recent graduate of c/o 2014, I can say my Mira Loma experience was marvelous. Coming from a non-competitive middle school, freshman year required me to adjust quickly. Some (IB) students may complain about the HW load; however, I've never had more than three hours of homework a night, and even then, most of my homework centered on Math, which has been scientifically proven to require daily HW for improvement. MLIB has a group of extremely bright and ambitious students; yet, because ML has so many group projects, ML has less neck-to-neck competition and more camaraderie and collaboration. Like any school, there is a variety of teachers. However, teachers for the core subjects, math, science, history, and english, are both passionate and attentive. They regularly call on students to analyze how the class is doing. If a student provides a less than adequate answer, the teacher will ask something like, "Why don't you be more specific?". If that response proves wanting, the teacher will ask another student. ML sports is not amazing, although water polo and tennis are doing very well. Yet, my belief is that education is the greatest investment one can make, not sports.
—Submitted by a student


Posted October 12, 2013

I do not know how Greatshools ranks a school. I am however certain that it is completely wrong in not giving Mira Loma High School a perfect 10. If there is any school in the Sacramento Region that should be given a rank higher than 9, the first one should Mira Loma. Simply put, do not be fooled by a 8 out of 10 rank given to Mira Loma by Greatschools. Call a Mira Loma parent or a student who puts academic success the No. 1 goal. Yes, if your or your student considers academic success not important, or does not want to work hard, or thinks schools is only for fun, then it is not a good fit for your. For the rest, can have better choice if live around. I have the parent of a Mira Loma alumnus and a current student. I had endure very hardship to be able to send my kids to Mira Loma due to distance, but it worth every bit of it. Can't think of sending my kids any place else. The other kids, the teachers and the administration all are super.
—Submitted by a parent


Posted September 26, 2013

I am a parent , and I am extremely pleased with my choice to send my child to Mira Loma. The opportunities and experience my child is exposed to is greatly appreciated. Drama classes are wonderful!! Teachers in my experience , has proven that they are deeply invested in not only their choice of career but their compassion and devotion to our children. If given an opportunity check out their spirit weeks ! I love hearing my child get so excited about her school.
—Submitted by a parent


Posted July 9, 2013

Thinking only as a student in the IB program, I would have given Mira Loma five stars, but those who are not in the IB program admittedly do not have quite as good of an experience. Our sports are alright (dance/drill team has ranked in the top three in the nation for several years, tennis is good), and our theatre program is excellent mostly due to our amazing drama teachers. Teachers in the IB program are mostly excellent, and they push you very, very hard, although as always, some teachers are just O-K. By senior year, you are well-equipped to enter college with ease. In terms of social life, although you spend an enormous amount of time doing homework, I have never felt more at home. Bullying is pretty much nonexistent on campus and everyone is very accepting of each other. Student Government-organized events are exceptional, especially our yearly event, Sports-A-Rama, which takes place every April. The social events at school make all the grades very tight-knit, and we all grow together, relying on one another. The school is a ton of fun while intellectually-challenging, and I can't imagine being anywhere else. I don't have enough characters to express how much I love it here.
—Submitted by a student


Posted June 26, 2013

Mira Loma is the "Harvard" of High Schools in Sacramento. They are nationally recognized for their academics, they have a great drama program, and the students are amazing !
—Submitted by a parent


Posted January 17, 2013

This school is kinda amazing. Im tired of people bashing on it and saying were purely academic. While we do have outstanding academics, thats not all. Our dance team is ranked #1 nationally in certain areas and we actually have good tennis teams. We also have tons of other none academic activities for school spirit wgich are largely participated in. Like Spirit Weeks, homecoming, food fest, and international halls, and SAR which if you ask anyone is kne of the highlights of the year. I strongly recommend thos school.
—Submitted by a student


Posted January 3, 2013

This school is simply what you make it. Personally, I myself don't like it. Most of the teachers are fine, it's a pretty campus, and it's a great way to get out of Sacramento. However, it's mostly only a good school for really smart kids-- there's not much to offer for anyone outside of IB. Not to mention the emphasis on arts is, in my eyes, pathetic. I feel like this school could involve so much more emphasis on the arts. Most of the students I'm surrounded by don't have a passion for any art forms at all, part of that is the fault of the school focusing solely on basic academics.
—Submitted by a student


Posted September 17, 2012

I am a student at Mira Loma and honestly I couldn't be more impressed. this school really cares about their students and thier main goal is to see you succeed. compared to the other high school I went to this place blows them out of the water. literally. there is that "element" because it IS a public high school but the IB and IS program make it worth it. i am in the ib program and i can tell you that here i feel the the "gangbangers" are definitley the minority here as opossed to other schools where the "nerds" are picked on and bullied. thats another thing. i have never no tonce been teased or anything here. please...take my word for it. if you have the discipline to pursue a rigorus academic course then go to mira loma!!! also, check out their website and look under accomplishments. there are many! and them going to nationals for sciencehistory. math and just about everything else is not uncommon..
—Submitted by a student


Posted September 5, 2012

Go Matador's !! Love this school and all it offers to our children and our community our future!
—Submitted by a parent


Posted February 7, 2012

Mira Loma has a high API & high dropout rate? If you re not a student in theMYP/IB or IS program (foreign exchange student) choose a different school! Funding & classes are allocated to IB students first (One for you and Two for the IB program). Very high dropout rate for a school with a high API, go figure! Mira Loma has very smart children and below average students there's no in-between. If you want to play sports this is not the school you!
—Submitted by a parent


Posted November 12, 2011

i am an eighth grade student and i am looking at highschools with extreeme standards and i have to say that this school stands out!! not just this site but all the others as well.


Posted July 26, 2011

Mira Loma is a very competitive school. I am currently a student there and I absolutely love the competitive environment. Some of the teachers are sub-par and some are extraordinary! Different students cope with the pressure differently. If you are dedicated to your education and future success there are few problems. If you have not found your calling yet, you will struggle. The IB environment is a great one to keep myself on track to go to a great university. In my opinion, if you are choosing schools this summer and you're willing to put in the extra time for the extra knowledge and experience, choose MLHS.
—Submitted by a student


Posted August 7, 2010

Mira Loma has a high API and is basically school full of very smart kids. However, the over-emphasis on IB can be costly on a student's mental and physical health. There is way too much homework that is practically pointless and the teachers are not the best, although they are quite friendly. This school is mostly academically oriented-if you don't study hard, there's not much else you can do. Sports are very limited, but the Science Olympiad and Science Bowl teams are very strong (that is, if you have time away from all the homework and studying every night). So, my advice is, if you can't take so much homework and you have many other extracurricular activities you want to keep doing, enroll in another school. Stereotypically and partially truthfully saying, this is the "nerd's" school.
—Submitted by a student


Posted March 20, 2010

my son stuggles with is learning and i found mira loma is trying to help my son achieve a balanced inviroment and to fit in with thoe student who are ib he get along with his teacher and office staff and is comfortable enjoying the scool activies. when there has been a problem i have been given promt and kind responce thank you staff and mira loma parent of a good son
—Submitted by a parent


Posted December 2, 2009

Mira Loma gives most of its attention to IB. IB is a great program if you can handle a massive workload, little social life, extreme pressure and stress, and not being the smartest. You really will learn a lot, but it definitely comes at a price (mainly mental health). In my opinion, taking AP classes at other schools is a better option. AP is not as hard as IB (I have taken both), but is weighted the same. There are not so many extra projects outside of school that take up so much time. It does not stiffle your creativity and social life, whereas IB tells you exactly what, how, and why things should be done. AP gives you a lot more 'bang for your buck.' ML is so competitive and all-consuming.
—Submitted by a student


Posted October 30, 2009

It has several great programs to meet the needs of all students, from high achievers to students who are stuggling to stay in school and everyone inbetween. The teachers and staff are terrific -- many choose Mira Loma for their own children.
—Submitted by a parent


Posted October 29, 2009

I suppose this is an okay school for students who are easy to teach and have no problems. However, many of the teachers and most of the principals have no respect for students who have learning problems.
—Submitted by a parent


Posted October 29, 2009

The kids are great, the teachers are great. 22 languages are spoken at home. The Young Lady who got 2400 on her SAT is on the Spirit Dancers. This school breaks the stereotypes.
—Submitted by a parent


Posted September 2, 2009

i love the energy and respecet from all my teachers
—Submitted by a student


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

838

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

9 / 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 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

838

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

+2

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)

9 / 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.

57 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
39%

2011

 
 
27%

2010

 
 
34%
Algebra II

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

135 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
82%

2011

 
 
75%

2010

 
 
76%
Biology/Life Sciences

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

180 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
79%

2011

 
 
68%

2010

 
 
70%
Earth Science

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

99 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
42%

2011

 
 
27%

2010

 
 
34%
English Language Arts

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

413 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%

2011

 
 
69%

2010

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

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

86 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
14%

2011

 
 
7%

2010

 
 
18%
Geometry

The state average for Geometry was 45% in 2013.

111 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
72%

2011

 
 
67%

2010

 
 
60%
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.

383 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
69%

2011

 
 
60%

2010

 
 
62%
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.

70 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
10%

2011

 
 
22%

2010

 
 
31%
Algebra II

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

108 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
55%

2011

 
 
39%

2010

 
 
47%
Biology/Life Sciences

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

130 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
62%

2011

 
 
54%

2010

 
 
33%
Chemistry

The state average for Chemistry was 46% in 2013.

125 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
60%

2011

 
 
51%

2010

 
 
58%
Earth Science

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

27 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
26%

2011

 
 
24%

2010

 
 
21%
English Language Arts

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

391 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
64%

2011

 
 
60%

2010

 
 
59%
Geometry

The state average for Geometry was 15% in 2013.

51 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
43%

2011

 
 
36%

2010

 
 
22%
High School (Summative) Mathematics (Grade 9-11)

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

135 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
86%

2010

 
 
86%
Science

The state average for Science was 54% in 2013.

391 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
60%

2011

 
 
56%

2010

 
 
58%
World History

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

46 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
24%

2011

 
 
14%

2010

 
 
33%
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.

24 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
4%

2011

 
 
32%

2010

 
 
21%
Algebra II

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

64 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
16%

2011

 
 
26%

2010

 
 
13%
Biology/Life Sciences

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

186 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%

2011

 
 
68%

2010

 
 
66%
Chemistry

The state average for Chemistry was 32% in 2013.

28 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
23%

2011

 
 
27%

2010

 
 
34%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

342 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
67%

2011

 
 
61%

2010

 
 
58%
Geometry

The state average for Geometry was 8% in 2013.

34 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
24%

2011

 
 
20%

2010

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

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

167 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
65%

2011

 
 
73%

2010

 
 
76%
Physics

The state average for Physics was 58% in 2013.

56 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
75%

2010

 
 
90%
U.S. History

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

351 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
60%

2011

 
 
58%

2010

 
 
56%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
20%

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

All Students28%
Females28%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged19%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Algebra II

All Students80%
Females77%
Males83%
African Americann/a
Asian89%
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)72%
Economically disadvantaged79%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)69%
Parent education - college graduate77%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Biology/Life Sciences

All Students81%
Females76%
Males90%
African American73%
Asian88%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged62%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)73%
Parent education - college graduate87%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Earth Science

All Students31%
Females24%
Males41%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged30%
Not economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability31%
English learner7%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)29%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

English Language Arts

All Students78%
Females81%
Males75%
African American62%
Asian91%
Filipino82%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged58%
Not economically disadvantaged90%
Students with disability27%
Students with no reported disability80%
English learner25%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate41%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)79%
Parent education - college graduate82%
Parent education - graduate school/post graduate95%
Parent education - declined to state54%

General Mathematics (Grades 6 & 7 Standards)

All Students24%
Females24%
Males22%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged14%
Not economically disadvantaged48%
Students with disability27%
Students with no reported disability23%
English learner0%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Geometry

All Students57%
Females43%
Males77%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged48%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)59%
Parent education - college graduate54%
Parent education - graduate school/post graduate68%
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 Students72%
Females67%
Males77%
African American44%
Asian92%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged45%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability72%
English learner36%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate15%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)67%
Parent education - college graduate78%
Parent education - graduate school/post graduate91%
Parent education - declined to state49%
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 Students21%
Females23%
Males20%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged15%
Not economically disadvantaged41%
Students with disability6%
Students with no reported disability26%
English learner15%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate24%
Parent education - some college (includes AA degree)24%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Algebra II

All Students61%
Females62%
Males60%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged38%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate73%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Biology/Life Sciences

All Students61%
Females49%
Males75%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged38%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)62%
Parent education - college graduate65%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Chemistry

All Students50%
Females39%
Males63%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged24%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate55%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Earth Science

All Students15%
Females9%
Males19%
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)25%
Economically disadvantaged14%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students71%
Females69%
Males73%
African American31%
Asian91%
Filipino73%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged44%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability72%
English learner7%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate26%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)66%
Parent education - college graduate75%
Parent education - graduate school/post graduate97%
Parent education - declined to state58%

Geometry

All Students24%
Females21%
Males26%
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)27%
Economically disadvantaged29%
Not economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students85%
Females82%
Males87%
African Americann/a
Asian87%
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)85%
Economically disadvantaged82%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented92%
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 graduate71%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students72%
Females68%
Males75%
African American31%
Asian90%
Filipino73%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged43%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability73%
English learner14%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate26%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)60%
Parent education - college graduate77%
Parent education - graduate school/post graduate97%
Parent education - declined to state58%

World History

All Students24%
Females29%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged23%
Not economically disadvantaged27%
Students with disability0%
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only26%
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 graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%
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 Students17%
Femalesn/a
Males14%
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)36%
Economically disadvantaged13%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only6%
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 Students29%
Females31%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged28%
Not economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)27%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students66%
Females74%
Males56%
African American36%
Asian89%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged33%
Not economically disadvantaged79%
Students with disability17%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)45%
Parent education - college graduate79%
Parent education - graduate school/post graduate91%
Parent education - declined to state22%

Chemistry

All Students18%
Females31%
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)24%
Economically disadvantaged17%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students61%
Females70%
Males51%
African American30%
Asian82%
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)59%
Economically disadvantaged35%
Not economically disadvantaged76%
Students with disability7%
Students with no reported disability64%
English learner9%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)47%
Parent education - college graduate69%
Parent education - graduate school/post graduate88%
Parent education - declined to state33%

Geometry

All Students6%
Females13%
Males0%
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)14%
Economically disadvantaged4%
Not economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only7%
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

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

All Students67%
Females62%
Males73%
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)65%
Economically disadvantaged40%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)60%
Parent education - college graduate58%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Physics

All Students86%
Females73%
Males97%
African Americann/a
Asian91%
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)88%
Economically disadvantaged62%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
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 graduate94%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

U.S. History

All Students60%
Females64%
Males55%
African American31%
Asian78%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged36%
Not economically disadvantaged74%
Students with disability13%
Students with no reported disability63%
English learner4%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)48%
Parent education - college graduate65%
Parent education - graduate school/post graduate86%
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.

413 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
87%

2010

 
 
83%
Math

The state average for Math was 84% in 2013.

420 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%

2011

 
 
89%

2010

 
 
85%
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 Students88%
Females89%
Males88%
Gender Unknownn/a
African American69%
Asian97%
Filipino91%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged76%
Not economically disadvantaged98%
Economic Status Unknownn/a
Students with disability41%
Tested with modificationsn/a
English learner31%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students89%
Females91%
Males87%
Gender Unknownn/a
African American63%
Asian98%
Filipino91%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged78%
Not economically disadvantaged97%
Economic Status Unknownn/a
Students with disability38%
Tested with modificationsn/a
English learner69%
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
White 42%
Asian 27%
Hispanic 17%
Black 7%
Two or more races 3%
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 41%N/AN/A
English language learners 7%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Dance teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Robotics/Technology specialist(s)
Read more about programs at this school
Source: Provided by school community.

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Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Robotics/Technology specialist(s)
School facilities
  • Access to farm or natural area

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • Arabic languages
  • French

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
School facilities
  • Access to farm or natural area
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Rich Nichols
Fax number
  • (916) 971-7483

Programs

Foreign languages taught
  • Arabic languages
  • French

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Robotics/Technology specialist(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to farm or natural area
  • Cafeteria
  • Gym
  • Library
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Swimming
  • Tennis
  • Track
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Flag football
  • Golf
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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4000 Edison Avenue
Sacramento, CA 95821
Website: Click here
Phone: (916) 971-7465

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