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GreatSchools Rating

Westview High School

Public | 8-12 | 2366 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings
2010:
Based on 1 rating

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19 reviews of this school


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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 January 14, 2013

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


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


Posted October 18, 2007

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


Posted August 30, 2006

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


Posted April 11, 2006

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


Posted September 16, 2005

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


Posted April 3, 2005

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.

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 2012.

This school's
API score

872

Change from
2011 to 2012

+12

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

2 / 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 2012

This school's
API score

872

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
2011 to 2012

+12

Change from 2011 to 2012
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
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

2 / 10

API Similar Schools Rank (2011)
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 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

126 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
35%

2010

 
 
21%

2009

 
 
36%
Algebra II

The state average for Algebra II was 69% in 2012.

197 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
76%

2010

 
 
62%

2009

 
 
64%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

344 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
74%

2010

 
 
77%

2009

 
 
73%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
42%

2010

 
 
37%

2009

 
 
19%
English Language Arts

The state average for English Language Arts was 57% in 2012.

558 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
86%

2010

 
 
87%

2009

 
 
83%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

14 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
23%

2010

 
 
13%

2009

 
 
17%
Geometry

The state average for Geometry was 48% in 2012.

184 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
34%

2010

 
 
33%

2009

 
 
35%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

19 students were tested at this school in 2012.

2012

 
 
11%

2011

 
 
21%

2010

 
 
14%

2009

 
 
11%
Algebra II

The state average for Algebra II was 42% in 2012.

218 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
27%

2010

 
 
25%

2009

 
 
26%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

130 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
63%

2010

 
 
74%

2009

 
 
63%
Chemistry

The state average for Chemistry was 51% in 2012.

279 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
45%

2010

 
 
45%

2009

 
 
40%
Earth Science

The state average for Earth Science was 35% in 2012.

31 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
66%

2010

 
 
55%

2009

 
 
51%
English Language Arts

The state average for English Language Arts was 50% in 2012.

611 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
74%

2010

 
 
76%

2009

 
 
69%
Geometry

The state average for Geometry was 17% in 2012.

128 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
11%

2010

 
 
12%

2009

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
71%

2011

 
 
72%

2010

 
 
69%

2009

 
 
72%
Science

The state average for Science was 53% in 2012.

608 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
76%

2010

 
 
74%

2009

 
 
72%
World History

The state average for World History was 46% in 2012.

598 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
67%

2010

 
 
69%

2009

 
 
69%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

13 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

118 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
8%

2010

 
 
9%

2009

 
 
7%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

130 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
87%

2010

 
 
78%

2009

 
 
89%
Chemistry

The state average for Chemistry was 34% in 2012.

117 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
49%

2010

 
 
44%

2009

 
 
34%
Earth Science

The state average for Earth Science was 38% in 2012.

75 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
55%

2010

 
 
42%

2009

 
 
44%
English Language Arts

The state average for English Language Arts was 48% in 2012.

547 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
70%

2010

 
 
68%

2009

 
 
67%
Geometry

The state average for Geometry was 9% in 2012.

14 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
9%

2010

 
 
0%

2009

 
 
3%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
49%

2011

 
 
54%

2010

 
 
55%

2009

 
 
47%
Physics

The state average for Physics was 56% in 2012.

135 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
75%

2010

 
 
72%

2009

 
 
70%
U.S. History

The state average for U.S. History was 48% in 2012.

543 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
74%

2010

 
 
68%

2009

 
 
71%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
40%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

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
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 Studentsn/a
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African Americann/a
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Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

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

Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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 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

Algebra I

All Students34%
Females39%
Males30%
African Americann/a
Asian50%
Filipino46%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged39%
Non-economically disadvantaged33%
Students with disability8%
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only35%
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)28%
Parent education - college graduate25%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Algebra II

All Students73%
Females69%
Males78%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)71%
Economically disadvantaged64%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented82%
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 graduate68%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Biology/Life Sciences

All Students80%
Females79%
Males81%
African Americann/a
Asian88%
Filipino92%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged56%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
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)50%
Parent education - college graduate81%
Parent education - graduate school/post graduate85%
Parent education - declined to state54%

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 Students88%
Females91%
Males85%
African American64%
Asian95%
Filipino84%
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged61%
Non-economically disadvantaged91%
Students with disability43%
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to state71%

General Mathematics (Grades 6 & 7 Standards)

All Students28%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only31%
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 Students48%
Females50%
Males48%
African Americann/a
Asian41%
Filipino77%
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantagedn/a
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented54%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate53%
Parent education - graduate school/post graduate48%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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 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

Algebra I

All Students11%
Femalesn/a
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students25%
Females27%
Males23%
African Americann/a
Asian24%
Filipino16%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)25%
Economically disadvantaged21%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented32%
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 graduate21%
Parent education - graduate school/post graduate27%
Parent education - declined to state43%

Biology/Life Sciences

All Students76%
Females73%
Males77%
African Americann/a
Asian84%
Filipino36%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged87%
Non-economically disadvantaged74%
Students with disability45%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate74%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Chemistry

All Students50%
Females42%
Males57%
African Americann/a
Asian73%
Filipino10%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged50%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)30%
Parent education - college graduate43%
Parent education - graduate school/post graduate60%
Parent education - declined to state55%

Earth Science

All Students45%
Females50%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)39%
Economically disadvantagedn/a
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability58%
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 graduate27%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

English Language Arts

All Students82%
Females84%
Males80%
African Americann/a
Asian92%
Filipino70%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged68%
Non-economically disadvantaged83%
Students with disability41%
Students with no reported disability85%
English learner11%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)72%
Parent education - college graduate80%
Parent education - graduate school/post graduate87%
Parent education - declined to state78%

Geometry

All Students10%
Females11%
Males9%
African Americann/a
Asiann/a
Filipino0%
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged12%
Non-economically disadvantaged10%
Students with disability14%
Students with no reported disability9%
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)10%
Parent education - college graduate14%
Parent education - graduate school/post graduate4%
Parent education - declined to staten/a

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

All Students71%
Females67%
Males73%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino40%
White (not Hispanic)69%
Economically disadvantaged54%
Non-economically disadvantaged72%
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented88%
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 graduate77%
Parent education - declined to staten/a

Science

All Students80%
Females80%
Males81%
African Americann/a
Asian89%
Filipino74%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged68%
Non-economically disadvantaged82%
Students with disability46%
Students with no reported disability83%
English learner11%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)74%
Parent education - college graduate80%
Parent education - graduate school/post graduate84%
Parent education - declined to state74%

World History

All Students71%
Females64%
Males78%
African Americann/a
Asian85%
Filipino53%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged53%
Non-economically disadvantaged73%
Students with disability35%
Students with no reported disability74%
English learner18%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)49%
Parent education - college graduate65%
Parent education - graduate school/post graduate80%
Parent education - declined to state79%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students31%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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 Students9%
Females10%
Males8%
African Americann/a
Asian23%
Filipino5%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)8%
Economically disadvantaged14%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability10%
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)9%
Parent education - college graduate8%
Parent education - graduate school/post graduate12%
Parent education - declined to state8%

Biology/Life Sciences

All Students84%
Females88%
Males81%
African Americann/a
Asian98%
Filipino67%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged77%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate82%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Chemistry

All Students47%
Females46%
Males47%
African Americann/a
Asian77%
Filipino13%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantagedn/a
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)29%
Parent education - college graduate40%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a

Earth Science

All Students51%
Females64%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)56%
Economically disadvantagedn/a
Non-economically disadvantaged52%
Students with disability18%
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only51%
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 graduate45%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

English Language Arts

All Students77%
Females79%
Males75%
African American54%
Asian89%
Filipino59%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged59%
Non-economically disadvantaged79%
Students with disability28%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)58%
Parent education - college graduate78%
Parent education - graduate school/post graduate85%
Parent education - declined to state68%

Geometry

All Students7%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students49%
Females40%
Males58%
African Americann/a
Asian66%
Filipino43%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
White (not Hispanic)45%
Economically disadvantaged52%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)32%
Parent education - college graduate39%
Parent education - graduate school/post graduate61%
Parent education - declined to state50%

Physics

All Students73%
Females62%
Males80%
African Americann/a
Asian88%
Filipino77%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)70%
Economically disadvantaged69%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate59%
Parent education - graduate school/post graduate81%
Parent education - declined to state92%

U.S. History

All Students70%
Females69%
Males72%
African American46%
Asian85%
Filipino48%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged62%
Non-economically disadvantaged72%
Students with disability14%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)51%
Parent education - college graduate68%
Parent education - graduate school/post graduate80%
Parent education - declined to state72%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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 - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

611 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
96%

2010

 
 
96%

2009

 
 
97%
Math

The state average for Math was 84% in 2012.

610 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
97%

2010

 
 
97%

2009

 
 
99%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students97%
Females99%
Males95%
African Americann/a
Asian98%
Filipino88%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to state95%
Economically disadvantaged88%
Non-economically disadvantaged98%
Economic Status Unknown96%
Students with disability68%
Tested with modificationsn/a
English learner56%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females98%
Males99%
African Americann/a
Asian98%
Filipino100%
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to state100%
Economically disadvantaged96%
Non-economically disadvantaged99%
Economic Status Unknown92%
Students with disability87%
Tested with modificationsn/a
English learner89%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 56% 28%
Asian 22% 8%
Filipino 8% 3%
Hispanic or Latino 7% 49%
Multiple or No Response 4% 3%
African American 3% 7%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 14%N/A24%
Students eligible for free or reduced-price lunch program 26%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 0%N/A96%
Emergency credential or waiver 100%N/A2%
Source: CA Dept. of Education, 2008-2009
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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