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Teacher quality
Principal leadership
Parent involvement
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
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
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
Go Matador's !! Love this school and all it offers to our children and our community our future!
—Submitted by a parent
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
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.
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
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
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
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
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
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
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
i love the energy and respecet from all my teachers
—Submitted by a student
I'm a senior this year at Mira Loma. I've been attending this school since my freshman year and I have to say that going to ML was the best decision I have ever made. Everyone gets along, which is great because there are rarely any fights. The teachers are outstanding and the administration this year is incredible! (Finally) :) The programs too are exceptional. For me, I chose to be in the IS program. The IS program is more for students who want to achieve more in high school but not over do it. The MYP/IB program is great too. I was in it my freshman year but it was too complicated for me. Anyways, I highly recommend that students to go to ML. They won't regret it! Oh, the rally's are great also!
—Submitted by a student
This school is academically challenging and it is a great school to go expecially if you are in the IB or IS program.The tennis team is also very exceptional. Go Matadors!!!
—Submitted by a student
I will be attending Mira Loma next year as a sophomore. I decided to transfer to ML for freshman year, for the IB program. I can honestly say that I had never mad a better decision. I have to drive an hour to school everyday; but it is worth it, for the excellent teachers, the beautiful friendships, and overall outstanding high school experience.
—Submitted by a student
I have just graduated of the class of 2009 from Mira loma High school. Over the last 2 1/2 of going to there. I would have to say I will truely miss going there,they are a great school. Mira loma staff's and counselors really do a great job on focusing on your academic goals to lead you to a brighter eduacation. I would recommend any parents that are looking for a great school for their child to attend mira loma. Its well worth your children's future.
My son transfered to ML this year as a sophmore, for the IB program. I've been very impressed with the bar being set high at this HS. It's a better fit for him after attending Natomas Charter Leading Edge program which also has high academic & responsibility standards. Dedicated teachers and staff. I hope they all can stay with these budget cuts.
—Submitted by a parent
I am a freshman at Mira Loma and I absolutely love it. The staff and fellow students are friendly and easy to talk to. I came from an fairly diverse middle school, but when I came to Mira Loma, it exposed me to a larger range of ethnicities. It is a challenging school, so if you aren't aiming very high and don't want to put in the effort, I would suggest a different school. --freshman MYP/IB student
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
413 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
361 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
361 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
179 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
329 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
330 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 39% |
| Females | 40% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 36% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 82% |
| Females | 80% |
| Males | 84% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 81% |
| Males | 78% |
| African American | 67% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 7% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 85% |
| All Students | 42% |
| Females | 34% |
| Males | 51% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 27% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 77% |
| Females | 77% |
| Males | 77% |
| African American | 52% |
| Asian | 94% |
| Filipino | 85% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 91% |
| Students with disability | 33% |
| Students with no reported disability | 78% |
| English learner | 18% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 59% |
| All Students | 14% |
| Females | 5% |
| Males | 23% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 29% |
| Students with disability | 6% |
| Students with no reported disability | 19% |
| English learner | 6% |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 72% |
| Females | 66% |
| Males | 78% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 56% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 59% |
| Males | 79% |
| African American | 38% |
| Asian | 87% |
| Filipino | 75% |
| Hispanic or Latino | 44% |
| Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 21% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 47% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | 22% |
| Males | 2% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 9% |
| Students with disability | 0% |
| Students with no reported disability | 14% |
| English learner | 0% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 55% |
| Females | 54% |
| Males | 58% |
| African American | n/a |
| Asian | 60% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 59% |
| Males | 65% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 13% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 56% |
| Males | 70% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 26% |
| Females | 18% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 27% |
| Students with disability | 20% |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 74% |
| Males | 54% |
| African American | 32% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 82% |
| Students with disability | 6% |
| Students with no reported disability | 68% |
| English learner | 13% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 45% |
| All Students | 43% |
| Females | 43% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 79% |
| Males | 90% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 65% |
| Males | 55% |
| African American | 29% |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 79% |
| Students with disability | 11% |
| Students with no reported disability | 63% |
| English learner | 20% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 30% |
| All Students | 24% |
| Females | 14% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 25% |
| Students with disability | 8% |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 9% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 16% |
| Females | 14% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 73% |
| Males | 70% |
| African American | 36% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 89% |
| Students with disability | 0% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 55% |
| All Students | 23% |
| Females | 20% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 68% |
| Males | 65% |
| African American | 35% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 84% |
| Students with disability | 7% |
| Students with no reported disability | 69% |
| English learner | 15% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 45% |
| All Students | 24% |
| Females | 25% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 60% |
| Males | 69% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | n/a |
| Males | 89% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 55% |
| Males | 67% |
| African American | 29% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 77% |
| Students with disability | 7% |
| Students with no reported disability | 63% |
| English learner | 20% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 53% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
380 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
368 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 92% |
| Males | 79% |
| African American | 69% |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 92% |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 36% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 89% |
| Females | 90% |
| Males | 89% |
| African American | 63% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 92% |
| Students with disability | 37% |
| Tested with modifications | 0% |
| English learner | 70% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 54% | 28% | ||
| Asian | 17% | 8% | ||
| Hispanic or Latino | 14% | 49% | ||
| African American | 9% | 7% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 35% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 34% | 85% | ||
| Russian | 20% | 0% | ||
| Ukrainian | 20% | 0% | ||
| All other non-English languages | 4% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Rumanian | 4% | 0% | ||
| Arabic | 2% | 1% | ||
| Hmong | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Albanian | 1% | 0% | ||
| Armenian | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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4000 Edison Avenue
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