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Westview High School

Public | 9-12

 

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Living in San Diego

Situated in a suburban neighborhood. The median home value is $450,000. 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:
Based on 2 ratings
2013:
Based on 6 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted June 19, 2014

My child was expelled from Westview two weeks after the counselor called me in to discuss my child's special needs and low test scores. The local chater schools are full of struggling learners expelled by Poway schools.
—Submitted by a parent


Posted June 11, 2014

Westview High School is where my grand daughters are going to school. The academic standards are high, the sports programs excellent and they have done quite well. They both have taken numerous AP courses and have GPAs above 4. Having high achieving Asian students is generally a plus although some of them are not very helpful to their peers. Overall--top notch.


Posted December 28, 2013

Personally I am a student and I believe after transferring to this school sophomore year I've seen my GPA drop by a huge amount, not because I've gotten lazy but the school is incredibly hard classes are rushed , and the teachers aren't the best but I can't lie if ur son or daughter is a fast learner and puts in several hours to study then I guess they should go here but I think it's a bad school , the students r stuck up and don't care for one another , except to get help or use eachother for good grades but the kids who aren't that smart r pushed away and don't get attention as much as the smart kids and the counselors and teachers don't give much attention to the not so smart students so in my opinion bad school and I really wish I could transfer it's to much pressure and now I am a junior


Posted December 28, 2013

My son currently attends Westview and I must admit it is a great school in it's academics but it's to much stress on a kid and I've seen my son depressed because he doesn't feel he does good enough and the 4x4 schedule is completely insane, I'm doing everything to move my son to another school as soon as possible and I encourage other parents to stay away from this school
—Submitted by a parent


Posted October 21, 2013

westview's 4x4 is ridiculous. i go to westview currently and the workload is way too extreme for me. i have never been all that smart anyway but westview is making my life hell. i am an athlete and honestly, sports is all i really have going for me, but if westview keeps moving at such a rapid pace, i wont even get into college. im a junior right now and ive been academically ineligible 3 times already. because westview is so focused on AP classes and sending kids to ivy league colleges simply for publicity. it leaves students like me that are working their tails off but just arent smart enough in the dust


Posted August 20, 2013

This is challenging school academically. It caters to the needs of a large Asian (and other races) population that possesses an admirable culture of academic achievement. In my opinion their obsessive emphasis on education is almost unhealthy; where every aspect of their children s lives are consumed with academics or filling in a box for community service credit. My child transferred into the district from a school program on the other end of this spectrum. But I have to say it was these very high standards and the diligent help of the teachers, counselors and administrator staff that over a two year period helped her transform into a competent student that lettered in a sport and will now go on to purse higher education. It changed her life and I am very grateful for her experience at this school. Parent
—Submitted by a parent


Posted August 11, 2013

The last two reviews are pretty much spot on. In addition there seems to be a focus on academic competitiveness at the expense of actual teaching. Even if your child has been a great student at other schools they can end up feeling like they are getting left behind due to the attitude of SOME of the teachers and administration. If your child has been an average to below average student elsewhere the problem is compounded. The best recommendation I as a parent can give is to be a strong advocate for your child, and have them avoid getting into the whole "who is best" business that seems to be encouraged by some teachers and staff. Again, be a strong voice for your child.
—Submitted by a parent


Posted January 17, 2013

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


Posted October 1, 2012

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


Posted July 17, 2011

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


Posted June 13, 2011

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


Posted October 25, 2010

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


Posted October 5, 2009

Westview is a wonderful school with great teachers. Wonderful AP and honor classes.
—Submitted by a parent


Posted September 17, 2009

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


Posted September 15, 2009

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


Posted March 23, 2009

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


Posted January 31, 2009

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


Posted August 30, 2008

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


Posted August 14, 2008

'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


Posted February 18, 2008

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


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

869

Change from
2012 to 2013

-3

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

869

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

-3

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)

10 / 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)

3 / 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.

127 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
34%

2011

 
 
35%

2010

 
 
21%
Algebra II

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

208 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
73%

2011

 
 
76%

2010

 
 
62%
Biology/Life Sciences

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

344 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
74%

2010

 
 
77%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
42%

2010

 
 
37%
English Language Arts

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

564 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%

2011

 
 
86%

2010

 
 
87%
General Mathematics (Grades 6 & 7 Standards)

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

13 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
28%

2011

 
 
23%

2010

 
 
13%
Geometry

The state average for Geometry was 45% in 2013.

192 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
48%

2011

 
 
34%

2010

 
 
33%
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.

41 students were tested at this school in 2013.

2013

 
 
93%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

19 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
11%

2011

 
 
21%

2010

 
 
14%
Algebra II

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

212 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
25%

2011

 
 
27%

2010

 
 
25%
Biology/Life Sciences

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

132 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
76%

2011

 
 
63%

2010

 
 
74%
Chemistry

The state average for Chemistry was 46% in 2013.

200 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
50%

2011

 
 
45%

2010

 
 
45%
Earth Science

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

35 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
45%

2011

 
 
66%

2010

 
 
55%
English Language Arts

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

577 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
82%

2011

 
 
74%

2010

 
 
76%
Geometry

The state average for Geometry was 15% in 2013.

97 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
10%

2011

 
 
11%

2010

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

234 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
71%

2011

 
 
72%

2010

 
 
69%
Science

The state average for Science was 54% in 2013.

574 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
76%

2010

 
 
74%
World History

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

572 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
71%

2011

 
 
67%

2010

 
 
69%
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

 
 
31%

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

116 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
9%

2011

 
 
8%

2010

 
 
9%
Biology/Life Sciences

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

148 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%

2011

 
 
87%

2010

 
 
78%
Chemistry

The state average for Chemistry was 32% in 2013.

124 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
47%

2011

 
 
49%

2010

 
 
44%
Earth Science

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

54 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
51%

2011

 
 
55%

2010

 
 
42%
English Language Arts

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

578 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
70%

2010

 
 
68%
Geometry

The state average for Geometry was 8% in 2013.

23 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
7%

2011

 
 
9%

2010

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

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

404 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
49%

2011

 
 
54%

2010

 
 
55%
Physics

The state average for Physics was 58% in 2013.

149 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
73%

2011

 
 
75%

2010

 
 
72%
U.S. History

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

566 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
70%

2011

 
 
74%

2010

 
 
68%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
40%
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 Students60%
Females53%
Males66%
African Americann/a
Asiann/a
Filipino77%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged73%
Non-economically disadvantaged57%
Students with disability68%
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only61%
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)76%
Parent education - college graduate53%
Parent education - graduate school/post graduate59%
Parent education - declined to state64%

Algebra II

All Students64%
Females65%
Males62%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged64%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented75%
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 graduate55%
Parent education - graduate school/post graduate70%
Parent education - declined to state64%

Biology/Life Sciences

All Students78%
Females79%
Males77%
African Americann/a
Asian84%
Filipino86%
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged68%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate82%
Parent education - graduate school/post graduate83%
Parent education - declined to state67%

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 Students89%
Females90%
Males88%
African Americann/a
Asian96%
Filipino86%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged76%
Non-economically disadvantaged90%
Students with disability49%
Students with no reported disability91%
English learner16%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)84%
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
Parent education - declined to state80%

General Mathematics (Grades 6 & 7 Standards)

All Students23%
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 Students49%
Females44%
Males54%
African Americann/a
Asian53%
Filipino40%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged33%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)42%
Parent education - college graduate54%
Parent education - graduate school/post graduate49%
Parent education - declined to state44%

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 Students93%
Females95%
Males90%
African Americann/a
Asian92%
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 disadvantaged92%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented96%
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 graduate96%
Parent education - declined to staten/a

World History

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

Algebra I

All Students12%
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)15%
Economically disadvantagedn/a
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only11%
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 Students15%
Females16%
Males15%
African Americann/a
Asian22%
Filipino11%
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantaged0%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented27%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)7%
Parent education - college graduate15%
Parent education - graduate school/post graduate17%
Parent education - declined to state21%

Biology/Life Sciences

All Students64%
Females74%
Males56%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged21%
Non-economically disadvantaged69%
Students with disability36%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate64%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Chemistry

All Students57%
Females54%
Males59%
African Americann/a
Asian71%
Filipino36%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantagedn/a
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate49%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Earth Science

All Students46%
Females59%
Males33%
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)50%
Economically disadvantagedn/a
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only48%
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 graduate47%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

English Language Arts

All Students77%
Females81%
Males73%
African American33%
Asian86%
Filipino83%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged52%
Non-economically disadvantaged80%
Students with disability20%
Students with no reported disability82%
English learner23%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)66%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to state53%

Geometry

All Students10%
Females15%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged11%
Non-economically disadvantaged10%
Students with disability3%
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only11%
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)9%
Parent education - college graduate7%
Parent education - graduate school/post graduate14%
Parent education - declined to state8%

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

All Students74%
Females69%
Males79%
African Americann/a
Asian79%
Filipino85%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged55%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented86%
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 graduate65%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Science

All Students78%
Females78%
Males78%
African American33%
Asian86%
Filipino80%
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged50%
Non-economically disadvantaged81%
Students with disability33%
Students with no reported disability82%
English learner8%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)68%
Parent education - college graduate77%
Parent education - graduate school/post graduate84%
Parent education - declined to state57%

World History

All Students71%
Females66%
Males76%
African American17%
Asian78%
Filipino70%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged49%
Non-economically disadvantaged73%
Students with disability24%
Students with no reported disability75%
English learner8%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)56%
Parent education - college graduate69%
Parent education - graduate school/post graduate80%
Parent education - declined to state29%
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 Students12%
Females7%
Males15%
African Americann/a
Asiann/a
Filipino0%
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged13%
Non-economically disadvantaged11%
Students with disability7%
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only12%
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)6%
Parent education - college graduate14%
Parent education - graduate school/post graduate7%
Parent education - declined to state21%

Biology/Life Sciences

All Students81%
Females82%
Males78%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged57%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to state85%

Chemistry

All Students53%
Females54%
Males53%
African Americann/a
Asian86%
Filipino17%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged36%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented84%
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 graduate61%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

Earth Science

All Students53%
Females50%
Males56%
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)55%
Economically disadvantagedn/a
Non-economically disadvantaged56%
Students with disability31%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only56%
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 graduate41%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

English Language Arts

All Students75%
Females76%
Males73%
African Americann/a
Asian86%
Filipino62%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged55%
Non-economically disadvantaged77%
Students with disability28%
Students with no reported disability79%
English learner13%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)59%
Parent education - college graduate71%
Parent education - graduate school/post graduate83%
Parent education - declined to state65%

Geometry

All Students9%
Females8%
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)7%
Economically disadvantagedn/a
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students55%
Females51%
Males60%
African Americann/a
Asian70%
Filipino4%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged42%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)24%
Parent education - college graduate49%
Parent education - graduate school/post graduate65%
Parent education - declined to state45%

Physics

All Students76%
Females71%
Males79%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
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)55%
Parent education - college graduate70%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

U.S. History

All Students74%
Females69%
Males78%
African Americann/a
Asian85%
Filipino51%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged50%
Non-economically disadvantaged76%
Students with disability41%
Students with no reported disability77%
English learner27%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)65%
Parent education - college graduate72%
Parent education - graduate school/post graduate80%
Parent education - declined to state67%

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.

580 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
96%

2010

 
 
96%
Math

The state average for Math was 84% in 2013.

580 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
97%

2010

 
 
97%
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 Students97%
Females98%
Males97%
Gender Unknownn/a
African American92%
Asian99%
Filipino100%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to state100%
Economically disadvantaged84%
Non-economically disadvantaged99%
Economic Status Unknown100%
Students with disability82%
Tested with modificationsn/a
English learner54%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students98%
Females99%
Males98%
Gender Unknownn/a
African American100%
Asian99%
Filipino100%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state100%
Economically disadvantaged92%
Non-economically disadvantaged99%
Economic Status Unknown100%
Students with disability84%
Tested with modificationsn/a
English learner92%
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
White 51% 26%
Asian or Asian/Pacific Islander 35% 11%
Hispanic 9% 52%
Two or more races 3% 3%
Black 2% 6%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 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 9%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Nurse(s)
School social worker/counselors(s)
Special education coordinator
Read more about programs at this school
Source: Provided by school community.

Let your school shine!

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by verifying community responses, adding program highlights
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Special education / special needs

Staff resources available to students
  • Special education coordinator

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • French
  • Spanish

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • Gym
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

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

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • Todd Cassen
Fax number
  • (858) 780-2054

Programs

Foreign languages taught
  • French
  • Spanish

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
  • Special education coordinator
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

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

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Diving
  • Football
  • Golf
  • Lacrosse
  • Soccer
  • Swimming
  • Track
  • Volleyball
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Diving
  • Field hockey
  • Golf
  • Gymnastics
  • Lacrosse
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by community members,
needs to be verified by school leaders.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

13500 Camino Del Sur
San Diego, CA 92129
Website: Click here
Phone: (858) 780-2000

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