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Teacher quality
Principal leadership
Parent involvement
Westview does have excellent teachers overall. . The leadership is lacking in the past two years. The current principal delegates matters of real import that might negatively impact the school's image to someone else and associates himself only with those positive aspects of the school. Doesn't seem to take ownership of the entire school just the "good stuff." There is a lot of "good stuff." Unfortunately, there are also serious issues that need to be addressed and valiant vice principals who get little support from the Principal are swimming upstream. This is a community that has entitlement issues and students who are differently abled learners do not get the support they need to become academically successful independent adults. Classes represented as "collaborative" being taught by a general ed and special ed teacher together really taught by the GE teacher and an aide w/o credentials. "special needs" are funneled into one size fits all Learning Strategies classes which after four years often leave them truly disabled. The focus is on the high performing students and those with challenges that could be overcome with proper support will not likely progress.
—Submitted by a parent
Westview administrators have a zero tolerance for kids who struggle academically or emotionally. Instead of using their training to work with these kids they find ways to expel or transfer them to other schools in the district. They are heartless, lazy and have shown a complete lack of regard for the young human beings they discard along the way.
—Submitted by a parent
I've got a self-motivated kiddo (11th grade) who is taking Honors/AP classes and I am wondering if we made the right decision. She's always been a top performer but sleep is an issue...the workload isn't possible. I am wishing we'd saved the college level classes for college.
—Submitted by a parent
I honestly loved my time at Westview. I got involved with the yearbook staff my freshman year, and it enabled me to grow into a well-rounded, knowledgeable, and active student. By the end of my high school career, I was going to at least one club a day, and loved being at school every day. The 4x4 schedule was a great preparation for college, and I'm very glad my course schedule was organized in that way. The "longer" class periods allow for a lot of material to be covered in the course of a day. In particular, I truly enjoyed all of my honors and AP English course teachers. They certainly prepared me for the volume of writing required in college. Westview as a whole is definitely academically competitive. Many students will work very hard to get straight A's, and if you aren't an amazing student, it may be a little discouraging. All I can say is that I haven't met a teacher there who wouldn't be willing to help you out if you just ask for it. There's also so many ways to get involved at the school, it's incredible. Students are always creating new organizations to get involved in. The only way not to enjoy oneself at Westview would be if one doesn't immerse oneself in the school.
—Submitted by a student
I graduated in the class of 2010 and i can honestly say that westview is a great school especially because of the 4x4 schedule. The learning is not accelerated at all. Technically it might be but I can tell you from experience that the material doesn't feel like it is too much. It seems like people are assuming that the teacher just takes a normal lesson plan then teaches 2 lessons a day. This isnt the case and anyone blaming the 4x4 for their child's inability to do well in school is simply full of it and in denial about their child's lack of intelligence. No normal class will require the need of a tutor. The 4x4 (which i guess is the defining characteristic of the school ) allows much more freedom for retaking classes and providing off roll for students that are on track. The average senior will finish off their last year getting out of school at 12 o clock because the 4x4 has allowed them to finish their required classes. As an athlete i can also assure you that the coaches are good and plenty of money is given to the extra curricular programs. The AP classes are on par with college level courses and it is a very safe school. (kids have rap battles/dance offs instead of fights)
—Submitted by a student
Westview tries to have the kids learn by "drinking through a firehose". The 4 x 4 schedule forces kids to absorb a year's worth of information in 1/2 a year. LEARNING isn't the priority at Westview. Teachers here do things like not give back tests. Lazy! Allowing the freakishly brilliant/motivated kids to max out APs is the goal. This leaves normal, smart kids feeling like they are dumb and giving up on taking advanced classes. They have an API of 10 because of demographics. They have a very low similar schools ranking because they don't do much with the kids they have. MOST parents hire tutors to get their kids through normal courses like Chemistry 1,2. (and I am not even talking about the $$ spent by parents to get their kids through the AP classes.) This school looks good, but be prepared to spend alot of $$ on tutors.
—Submitted by a parent
Westview is a wonderful school with great teachers. Wonderful AP and honor classes.
—Submitted by a parent
Westview is one of the top schools in our district and is known for the caliber of students. Our students test scores are above standard averages and our school is knowon for the emphasis on AP and honor classes.
—Submitted by a parent
Academic standards are high at this school, however, administration leaves a lot to be desired. The counseling office could not be bothered with my student until I made a big stink about unacceptable teaching practice by one teacher. I had to go over her counselors head, and even then, resolution seemed to be all about their convenience and not about the best interest of the student. Also, if your student athlete doesn't play for the 'right' soccer club, he or she stands to be passed over for less talented players. It has been this way for several years, and the school has not corrected it.
—Submitted by a parent
Westview has many excellent teachers, great leadership and a positive school culture. It's a wonderful school for the highly motivated student. If your child is not a highly motivated student though, or struggles academically, it may not be the best place due to the accelerated pace. Also, in some academic areas the students must pass the 'standards', and sometimes those tests are pass/fail only and as much as 60% of the semester grade (students have a limited # retakes). If your child gets ill/ misses school a lot, he/she will miss a lot of material with each absence due to the 4x4 block schedule and some students get lost or overwhelmed. But the 4x4 offers flexibility for students who want to take courses at a community college or are involved in extracurriculars since they can often go 'off roll', meaning no class for 1 period in the morning or afternoon.
—Submitted by a teacher
i went to westview and thought that it was one of the best schools i have ever been able to attend, is very education oriented and really allows to pursue goals!
—Submitted by a student
Westview has really given me opportunities that I wouldn't have had at other high schools. The 4x4 schedule is quicker than most of the other schools in the district, but will prepare me for the fast college pace. I also enjoy the classes that Westview offers because they range in a wide variety and you can always find a class you're interested in taking. As for the 'highly competitive Asian community', I find it quite encouraging and it pushes you to work harder. You don't get where you want to go in life unless you work hard for it.
—Submitted by a student
'Down side to Westivew: the highly competitive Asian community.' In my opinion, this is a positive for Westview. Students going on to UC level universities will be much better prepared to succeed. The 'highly competitive Asian community' raises the general academic standard and this is a great advantage to ALL Westview students. High academic achievement requires consistent hard work and occasional sacrifice of outside activities. Just showing up and giving a half hearted effort doesn't cut it at Westview. As a (non-Asian) parent, I am happy my UC bound daughter has had the opportunity to compete and excel in the academic enviroment of Westview.
—Submitted by a parent
One of the things I like most about Westview is the four by four block schedule. Students can take four classes a session--eight in a year which allows students to participate in extra curricular activities and not have to take summer school. The accelerated pace is not for everyone, but many students from Westview who attend a college on the quarter system have said they acclamated to the quick pace in college because of their attendance at Westview. Down side to Westivew: the highly competitive Asian community.
—Submitted by a parent
Westview High School excells in all aspects. It has the highest ranking API index of all the high schools within the Poway Unified School District and is one of the top academically in the county. It was noted as one of the top school in the US by Time Magazine in 2007. The school has 500 students in AP Calculus Course which is more than all the others in the district combined. In 2006-07, Westview received the State of California's highest recognition for having the best ENS - Excercise and Nutrition Course in the state. It was featured on a National TV News broadcast. In 2007, Westview seniors received scholarships that exceeded all the PUSD high schools combined. Its a great school with good kids in a safe bedroom community located just 7 miles to the Pacific Ocean...Del Mar Beach and Torrey Pines Golf Course. The real estate prices are reasonable, too!
—Submitted by a parent
They finally did away with pass the standards; pass the class which was really causing students to slack off. The quality of education is good and will prepare the kids for college. The extracurricular activities are positive and parents seem very involved in this community. The school is still small enough for most kids to get involved in sports and for the parents to know one another via sports and extracurricular activities. We have a new Principal this year so not sure on the leadership there yet.
—Submitted by a parent
There are mostly great teachers but also some filler ones who are either inexperienced or too jaded (like waiting to retire), I have seen extremes in both categories.
—Submitted by a parent
They have a greta deal of funding which allows them to have many clubs, sports, and afterschool activites. Thier band is one of the best, as is thier football team. Thier test scores are exceptional as are most of thier teachers. This school was built on some of the bets teachers in the district which makes it the bets school in the district. Its probably one of the safest schools also, there are practically no fights and every1 is disciplines accordingly to thier actions.
—Submitted by a student
For a new school, they have a lot of things that are working well: teacher quality & commitment, great extracurriculars, sports programs. Other things do not work well: Standards encourage slacking, teachers test like this is Grad school, and the Special Ed /RSP programs are next to non-existent. Overall, the block / academy concept is a good one but there are still lots of kinks to work out, even after 3 years.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% 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 25% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
197 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
344 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
558 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.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
218 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
279 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
611 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
128 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.
235 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
608 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
598 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.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
547 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
14 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.
364 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
543 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 | 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| 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 no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 34% |
| Females | 39% |
| Males | 30% |
| African American | n/a |
| Asian | 50% |
| Filipino | 46% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 33% |
| Students with disability | 8% |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| 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) | 28% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 69% |
| Males | 78% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| 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 | 68% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 79% |
| Males | 81% |
| African American | n/a |
| Asian | 88% |
| Filipino | 92% |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 54% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 91% |
| Males | 85% |
| African American | 64% |
| Asian | 95% |
| Filipino | 84% |
| Hispanic or Latino | 71% |
| 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) | 89% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 91% |
| Students with disability | 43% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 71% |
| All Students | 28% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| 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 | 48% |
| Females | 50% |
| Males | 48% |
| African American | n/a |
| Asian | 41% |
| Filipino | 77% |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 11% |
| Females | n/a |
| Males | 17% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| 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 | 25% |
| Females | 27% |
| Males | 23% |
| African American | n/a |
| Asian | 24% |
| Filipino | 16% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 43% |
| All Students | 76% |
| Females | 73% |
| Males | 77% |
| African American | n/a |
| Asian | 84% |
| Filipino | 36% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 74% |
| Students with disability | 45% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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 | 74% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 42% |
| Males | 57% |
| African American | n/a |
| Asian | 73% |
| Filipino | 10% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| 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) | 30% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 55% |
| All Students | 45% |
| Females | 50% |
| Males | 42% |
| 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) | 39% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| 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 | 27% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 84% |
| Males | 80% |
| African American | n/a |
| Asian | 92% |
| Filipino | 70% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 83% |
| Students with disability | 41% |
| Students with no reported disability | 85% |
| English learner | 11% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 78% |
| All Students | 10% |
| Females | 11% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | 0% |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 10% |
| Students with disability | 14% |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| 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) | 10% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | 4% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 67% |
| Males | 73% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 72% |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| 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 | 61% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 80% |
| Males | 81% |
| African American | n/a |
| Asian | 89% |
| Filipino | 74% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 82% |
| Students with disability | 46% |
| Students with no reported disability | 83% |
| English learner | 11% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 74% |
| All Students | 71% |
| Females | 64% |
| Males | 78% |
| African American | n/a |
| Asian | 85% |
| Filipino | 53% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 73% |
| Students with disability | 35% |
| Students with no reported disability | 74% |
| English learner | 18% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 79% |
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 | 31% |
| 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 | 9% |
| Females | 10% |
| Males | 8% |
| African American | n/a |
| Asian | 23% |
| Filipino | 5% |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| 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) | 9% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | 12% |
| Parent education - declined to state | 8% |
| All Students | 84% |
| Females | 88% |
| Males | 81% |
| African American | n/a |
| Asian | 98% |
| Filipino | 67% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| 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) | 67% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 46% |
| Males | 47% |
| African American | n/a |
| Asian | 77% |
| Filipino | 13% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| 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) | 29% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 64% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 52% |
| Students with disability | 18% |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| 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 | 45% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | 54% |
| Asian | 89% |
| Filipino | 59% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 79% |
| Students with disability | 28% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 68% |
| All Students | 7% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| 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 | 49% |
| Females | 40% |
| Males | 58% |
| African American | n/a |
| Asian | 66% |
| Filipino | 43% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 39% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 50% |
| All Students | 73% |
| Females | 62% |
| Males | 80% |
| African American | n/a |
| Asian | 88% |
| Filipino | 77% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 59% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 92% |
| All Students | 70% |
| Females | 69% |
| Males | 72% |
| African American | 46% |
| Asian | 85% |
| Filipino | 48% |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 72% |
| Students with disability | 14% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 72% |
| 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.
611 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
610 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 | 97% |
| Females | 99% |
| Males | 95% |
| African American | n/a |
| Asian | 98% |
| Filipino | 88% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 95% |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 96% |
| Students with disability | 68% |
| Tested with modifications | n/a |
| English learner | 56% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 99% |
| Females | 98% |
| Males | 99% |
| African American | n/a |
| Asian | 98% |
| Filipino | 100% |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 99% |
| Declined to state | 100% |
| Economically disadvantaged | 96% |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 92% |
| Students with disability | 87% |
| Tested with modifications | n/a |
| English learner | 89% |
| 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 - 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% | 27% | ||
| Asian | 34% | 11% | ||
| Hispanic | 8% | 51% | ||
| Black | 2% | 7% | ||
| Two or more races | 2% | 3% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 7% | N/A | 54% |
| English language learners 2 | 4% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 15% | 1% | ||
| Korean | 13% | 1% | ||
| Spanish | 13% | 85% | ||
| Farsi (Persian) | 10% | 0% | ||
| Cantonese | 9% | 2% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Vietnamese | 7% | 2% | ||
| Japanese | 6% | 0% | ||
| Arabic | 5% | 1% | ||
| Russian | 5% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Burmese | 1% | 0% | ||
| French | 1% | 0% | ||
| Hebrew | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Polish | 1% | 0% | ||
| Thai | 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 | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 0% | N/A | 96% |
| Emergency credential or waiver | 100% | N/A | 2% |
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13500 Camino Del Sur
San Diego,
CA 92129
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Phone: (858) 780-2000
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