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Capuchino High School

Public | 9-12

 

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Living in San Bruno

Situated in an urban neighborhood. The median home value is $392,000. The average monthly rent for a 2 bedroom apartment is $1,740.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted November 4, 2013

Capuchino High School This a great school. Health does not involve anything to do with the bible as a comment previously mentioned. The teachers here are really helpful and they take the time to help the student comprehend the subject as long the student is willing to learn. The reputation Capuchino has bee misunderstood. Capuchino is a great school not only because its an IB school, but because of the environment it has to offer. It has diversity and it is a life learning experience. It is a place of prosperity, it makes the student and the parent feel welcomed.


Posted February 19, 2013

I am a very satisfied parent of two Cap graduates class of 2006 and 2011. I found the staff to be extremely capable, hardworking and accommodating to my very different students' needs. The leadership program creates an extremely exciting and spirited atmosphere that is Cap's greatest strength. My girls really LOVED coming to school every day. A large A+ goes to Principal Shamar Shanks who expects student's to bring their best every day and is willing to help them one on one if they ask. My students always received attention and help from their caring teachers and supportive counselors. The IB diploma program was extremely rigorous yet effectively prepared our student for Boston College where she is currently a sophomore who feels indebted to her principal, counselors, teachers and staff for preparing her to work hard and earn success. I have one more child and look forward to four more years at Capuchino High School!
—Submitted by a parent


Posted October 8, 2012

I am a Cap alumni of the past graduating class, 2012. I have to say many people have a bad presumption of Cap, but unless you actually go to the school you'll realize this is the best high school in the district. The teachers are amazing! If you need help they will aid you, if you care for your grades then they will make the time for you. The administration are tough because they want the best learning environment possible, which is reasonable. I loved Cap, made many new friends, I have strong bonds with me teachers who led me to success. The IB program is great and rigorous, I actually completed the full diploma program, was the captain of the basketball team, did swimming and joined clubs! The atmosphere is wonderful this school has prepared me for my future. Now I attend UC Berkeley as an undergrad and will continue to thank Cap for everything it has done for me.


Posted May 15, 2012

This is a good school with the only IB program on the peninsula BUT be aware that they teach Catholic dogma in their health classes and try to teach the bible as literature.
—Submitted by a parent


Posted May 14, 2011

My son is in Cap's pre IB classes and he'll be finishing his fresman year in 2 weeks. The school environment is safe, new constructed buildings are in progress with new facilities to enhance positive learning. The teachers are very helpful and hard working. The principal and vice principals are very involved with student activities. My son's classes are challenging but we believe that Cap will prepare him for college and his choosen carrer.
—Submitted by a parent


Posted August 24, 2009

I agree with what the last student says. They are dedicated and willing to put in extra hours. But only for the students they they believe deserve it. I was a struggling student at this school and was shown no extra help or even attention when i asked for it. There was only one person who was willing to help me when i needed it, and that was dean francisco pepin. Unfortinately i do not know if he is still there, but the support he showed me was enough after recieving no motivation from any teachers. If there is one reason to attend this school, its dean pepin.
—Submitted by a student


Posted July 27, 2009

I just graduated from Capuchino High School, and I must say that it has been great. The teachers and faculty are extremely dedicated and willing to put in the extra hours necessary to have their students succeed. the IB English, Science, history, and Math teachers are amazing, and they have really shown me as a student that I can succeed and do well if I try my best and put forth an effort. I shall be attending Dartmouth College in the fall, and it is in part thanks to this school, the faculty, and my teachers!
—Submitted by a student


Posted March 2, 2009

Capuchino is one of the best high schools in the district. Not only are the people helpful, they are kind spirited... especially school spirited. They have a great visual arts program which i have been involved in for two years now. also, i was involved in the ib program which i highly recommend. Its got a beautiful campus and a friendly, laid back staff. It really is a great school.
—Submitted by a student


Posted September 28, 2008

i go to cap and i love ms. shanks!!! its a good school, and i hate it when people say that their parents dont want them to go there cause its 'bad'. Im a sophmore at cap, and i havent seen a fight exept once. and that was like in the beginning of freshman year. stop being a loser to your kid and let them fo to cap. everyones great, we have great school spirit and everyones very helpfull. especially the teachers. and on top of that cap has IB classes, which Mills dosent. Send your kid here! Its great.
—Submitted by a student


Posted September 24, 2008

The school is not only beautiful The staff and student body are fantastic- I am an Cap Alum Class of 81 and My Mom was CLass of 61 now my kids are Class of 10 and 13 .... If everyone gave it a chance they too would know how great it is - and on a final note the principal this year will make a difference ..... Go Mustangs
—Submitted by a parent


Posted September 8, 2007

The teachers at Cap are wonderful. All of them are young, eager and enthusiastic about teaching. My daughter's experience has been wonderful and I would recommend this school to anyone looking. The classes are small, which is great, and the teachers truly care about their students. They are always available to help their students with whatever problems they may have. The administation is always welcoming, and answers all questions with patience and kindness, no matter how silly the question might be
—Submitted by a parent


Posted January 26, 2007

I am Cap alum, and very proud. It's and excellent school that gave me an great education, as well as great experiences while I was there. I am very sucessful, and so are my friends that attended Capuchino. I hope my children want to attend Cap.
—Submitted by a former student


Posted September 26, 2006

This school is great! It has a very friendly atmosphere and it is very diverse. They have an organized system, and they are strict but not too strict on the students. All the teachers are great! They make all the classes fun and they all teach well and know their topic/lesson by heart. They have a lot of fun clubs and activities that you can join. People here treat everyone equally, and the best part is, they have the IB program which not all the schools here in this side of the Bay Area have
—Submitted by a student


Posted April 22, 2006

I think this is a great school. My child is in Special Education and he is well taught and happy. He does not feel liek an outsider here.
—Submitted by a parent


Posted March 24, 2005

I went to this high school and went on to double major in Political Science and Communications in college. My brother went to this school and was supported constantly with his learning disabilities and was able to develop his computer graphic skills to be hired out of high school. This school does change teachers pretty often, which is nice to be exposed to new, young teachers with different backgrounds. The teachers were always in-tune enough with the students to know which ones needed to be pushed to honors classes and which ones needed extra help at lunch and after school. The administration is a bit overprotective when it comes to being politically correct so that it sometimes turns parents and students off to extracurricular activities. Overall the school was a great experience for my brother and I.
—Submitted by a former student


Posted February 22, 2005

Very pleased with administration and teaching quality. School is well supervised and kids are encouraged to perform to high standards and also enjoy their high school experience.
—Submitted by a parent


Posted June 3, 2004

I can't say enough about the teacher's and staff member at Capuchino. It's nice to see teacher's who actually provide individual attention to each of the students. They showed my daughter how to excel in her education, maintain and stick to her personal goals. The principal and counselors take a personal interest in our kid's and their education. Also doing their best in keeping extracurricular activities going on throught the school year so our kids aren't hanging out on the streets. I want to say thank you to all staff members at Capuchino, as my daughter is graduating this year 2004, with courage and selfconfidence to move on and go onto the Oregon University. I believe that would not have been possible with out the help, and guidence that she received at Capuchino.
—Submitted by a parent


Posted May 4, 2004

I was one of those parents who was not going to allow my son to go to Cap. Fortunately he insisted and I have been more than surprised, pleased and grateful for the decision. The Principal has taken the time to get to know him, his teachers - everyone of them are highly motivated to seeing that he succeed. The IB Program is an added plus! We look forward to the next three years.
—Submitted by a parent


Posted March 17, 2004

Capuchino High School is an excellent school. The teachers and principal take a real interest in their students, providing individual guidance in academics. The International Baccalaureate Program is a very exciting program offered at Cap, giving the student a very challenging option in their studies. The teachers and counselors have dedicated many hours of their personal time to see that the students and parents are well versed in this higher level of learning. My kids enjoy and take advantage of its wonderful sports program, where winning isn't everything. The Coaches are great and very positive. When construction is complete, this campus will be one of the most beautiful in the District. Capuchino has a lot to offer with its great principal, teachers, staff, students, and parents working together.
—Submitted by a parent


Posted January 24, 2004

I think Capuchino has a very committed administrative team headed by a dynamic principal who puts a lot of emphasis on teacher training. The staff genuinely likes teenagers, and is firm, kind and respectful to them. The campus has lots of trees and grass and will be wonderful when the new improvements are finished, including a brand new technology building. My son has a high percentage of really great teachers who have kept him motivated. He has especially thrived in the computer technology (networking) classes. The school also has an International Baccalaureate program designed to give bright kids a challenging array of classes and a head start on college credits. I think Cap is a good place for both 'hands-on' and 'academic' students.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

791

Change from
2012 to 2013

+25

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

791

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

+25

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 2011 and Spring 2012. 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)

6 / 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)

4 / 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.

184 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
52%

2011

 
 
42%

2010

 
 
16%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 38% 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 62% in 2013.

277 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
65%

2011

 
 
63%

2010

 
 
53%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
0%

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

88 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
79%

2011

 
 
68%

2010

 
 
56%
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.

235 students were tested at this school in 2013.

2013

 
 
47%
World History

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

16 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

16 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
19%

2011

 
 
9%

2010

 
 
4%
Algebra II

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

75 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
94%

2011

 
 
79%

2010

 
 
54%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 46% in 2013.

174 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
35%

2011

 
 
20%

2010

 
 
4%
Earth Science

The state average for Earth Science was 35% 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 52% in 2013.

250 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
54%

2011

 
 
44%

2010

 
 
45%
Geometry

The state average for Geometry was 15% in 2013.

150 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
17%

2011

 
 
12%

2010

 
 
10%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

245 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
29%

2011

 
 
28%

2010

 
 
21%
World History

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

255 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
53%

2011

 
 
52%

2010

 
 
42%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
Algebra II

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

84 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
38%

2011

 
 
23%

2010

 
 
21%
Biology/Life Sciences

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

203 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
70%

2011

 
 
64%

2010

 
 
59%
Chemistry

The state average for Chemistry was 32% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
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.

257 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
49%

2011

 
 
43%

2010

 
 
44%
Geometry

The state average for Geometry was 8% in 2013.

18 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
2%

2011

 
 
2%

2010

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

99 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
49%

2011

 
 
32%

2010

 
 
45%
Physics

The state average for Physics was 58% in 2013.

22 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
20%

2011

 
 
n/a

2010

 
 
0%
U.S. History

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

273 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
48%

2011

 
 
53%

2010

 
 
42%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
18%

2010

 
 
15%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students51%
Females55%
Males46%
African Americann/a
Asian29%
Filipino64%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged38%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability52%
English learner30%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)58%
Parent education - college graduate57%
Parent education - graduate school/post graduate44%
Parent education - declined to state55%

Algebra II

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

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students69%
Females76%
Males63%
African Americann/a
Asian77%
Filipino84%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged55%
Non-economically disadvantaged75%
Students with disability15%
Students with no reported disability72%
English learner28%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate50%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)78%
Parent education - college graduate82%
Parent education - graduate school/post graduate80%
Parent education - declined to state57%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students82%
Females79%
Males84%
African Americann/a
Asian86%
Filipino93%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged59%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate86%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

All Students47%
Females44%
Males51%
African Americann/a
Asian75%
Filipino68%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged38%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability48%
English learner22%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate22%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)50%
Parent education - college graduate59%
Parent education - graduate school/post graduate57%
Parent education - declined to state42%

World History

All Students20%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability25%
English learner23%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students26%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
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

Algebra II

All Students85%
Females85%
Males86%
African Americann/a
Asian100%
Filipino77%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged94%
Non-economically disadvantaged83%
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)81%
Parent education - college graduate81%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Biology/Life Sciences

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

Chemistry

All Students30%
Females27%
Males33%
African Americann/a
Asian50%
Filipino23%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged26%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability30%
English learner0%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate17%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)32%
Parent education - college graduate33%
Parent education - graduate school/post graduate35%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students62%
Females66%
Males59%
African Americann/a
Asian48%
Filipino83%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander50%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged57%
Non-economically disadvantaged64%
Students with disability40%
Students with no reported disability63%
English learner15%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate60%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)68%
Parent education - college graduate69%
Parent education - graduate school/post graduate73%
Parent education - declined to state53%

Geometry

All Students18%
Females21%
Males16%
African Americann/a
Asian18%
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged17%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability19%
English learner3%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)23%
Parent education - college graduate26%
Parent education - graduate school/post graduate20%
Parent education - declined to staten/a

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

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

Science

All Students43%
Females46%
Males40%
African Americann/a
Asian52%
Filipino52%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander17%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged39%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability44%
English learner13%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate37%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)37%
Parent education - college graduate54%
Parent education - graduate school/post graduate62%
Parent education - declined to state32%

World History

All Students59%
Females50%
Males66%
African Americann/a
Asian64%
Filipino70%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander50%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged52%
Non-economically disadvantaged62%
Students with disability13%
Students with no reported disability63%
English learner22%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate52%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)55%
Parent education - college graduate71%
Parent education - graduate school/post graduate69%
Parent education - declined to state42%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students39%
Females33%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged41%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)33%
Parent education - college graduate39%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Biology/Life Sciences

All Students61%
Females58%
Males64%
African Americann/a
Asian80%
Filipino64%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander33%
Samoann/a
Other Pacific Islander36%
White (not Hispanic)64%
Economically disadvantaged49%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)56%
Parent education - college graduate72%
Parent education - graduate school/post graduate75%
Parent education - declined to state64%

Chemistry

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

Earth Science

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

English Language Arts

All Students56%
Females56%
Males56%
African Americann/a
Asian83%
Filipino72%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander31%
Samoann/a
Other Pacific Islander36%
White (not Hispanic)58%
Economically disadvantaged42%
Non-economically disadvantaged61%
Students with disability18%
Students with no reported disability59%
English learner16%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate13%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)64%
Parent education - college graduate63%
Parent education - graduate school/post graduate68%
Parent education - declined to state39%

Geometry

All Students6%
Females0%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students59%
Females51%
Males70%
African Americann/a
Asian70%
Filipino56%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged41%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)45%
Parent education - college graduate62%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

Physics

All Students23%
Femalesn/a
Males23%
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged27%
Students with disability0%
Students with no reported disability45%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students53%
Females51%
Males55%
African Americann/a
Asian65%
Filipino60%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander41%
Samoann/a
Other Pacific Islander43%
White (not Hispanic)63%
Economically disadvantaged36%
Non-economically disadvantaged59%
Students with disability13%
Students with no reported disability58%
English learner13%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate10%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)58%
Parent education - college graduate65%
Parent education - graduate school/post graduate67%
Parent education - declined to state42%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

276 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
86%

2011

 
 
82%

2010

 
 
81%
Math

The state average for Math was 84% in 2013.

277 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%

2011

 
 
87%

2010

 
 
83%
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 Students84%
Females88%
Males81%
Gender Unknownn/a
African Americann/a
Asian81%
Filipino100%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islander100%
White (not Hispanic)91%
Declined to state96%
Economically disadvantaged70%
Non-economically disadvantaged89%
Economic Status Unknown100%
Students with disability33%
Tested with modificationsn/a
English learner54%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students85%
Females85%
Males84%
Gender Unknownn/a
African Americann/a
Asian96%
Filipino100%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islander83%
White (not Hispanic)97%
Declined to state91%
Economically disadvantaged77%
Non-economically disadvantaged89%
Economic Status Unknown87%
Students with disability28%
Tested with modificationsn/a
English learner63%
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 State average
Hispanic 43% 52%
White 22% 26%
Asian or Asian/Pacific Islander 19% 11%
Two or more races 8% 3%
Hawaiian Native/Pacific Islander 6% 1%
Black 2% 6%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 11%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Shamar Shanks
Fax number
  • (650) 558-2752

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1501 Magnolia Drive
San Bruno, CA 94066
Website: Click here
Phone: (650) 558-2799

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