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GreatSchools Rating

High Tech High International School

Charter | 6-12 | 391 students
 

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  • I am a HTHI alumni and I have nothing but amazing things to say about the...

  • Dear nervous parents, I hope my review of this school will help you truly...

  • Having just completed my bachelors at a UC** I feel that I can fairly...

  • I am a recent graduate of High Tech High International and have now...

  • I'm interested in a review from any HTHI alumni that have transitioned to a...

 
 
 

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Last modified
Community Rating

4 stars

Based on 20 ratings
Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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15 reviews of this school

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Posted January 22, 2013
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I am a HTHI alumni and I have nothing but amazing things to say about the education I received. I transfered from a traditional public high school to HTHI. As a result of the education I received I was accepted into highly competitive colleges and am excelling at the university I chose to attend. My grades did go up after I transfered but not because the classes were easier but because the teachers brought such passion and excitement to whatever we were learning that for the first time I had an incentive to learn. That being said, HTHi is not for everyone. If you are looking for a school with amazing sports or where your child will take tons of AP classes than this isn't the right school for you. For me HTHI was exactly what I needed and I have seen so many passionate, brilliant, successful students come out of this school.

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Posted October 12, 2012
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Dear nervous parents, I hope my review of this school will help you truly understand more about this school and what it means to me. I will address a few points of criticism 1) HTHI curriculum; HTHI is not about the content you learn but rather the critical thinking process. It is true that I did not learn as much content as some of my friends at traditional school but I was given a better foundation for learning which has helped me succeed. Knowledge and wisdom is not about how much factual evidence you know, honestly anyone can get that from google these days. It is all about your ability to problem solve and think critically. 2) POL's are an amazing way to improve public speaking and I contribute this practice to my ability to excel in job interviews. 3) I could rant all day about AP classes. All they do is gives incoming freshman a "get out of jail free card", college courses should be taken in college, it is not that same in high school. Finally, this school is not for everyone. If you are eager to learn and are bored by traditional schools this is the place for you!! If you are not interested in education or learning, then traditional schools will be just fine.

Write your own review
Posted April 2, 2012
Report it

Having just completed my bachelors at a UC** I feel that I can fairly evaluate how HTHI contributed to my complete education. First let me start by saying that the entire HTH system is just another private-public capital venture. The classes are all designed with windows on the outside so that students can be observed by constantly touring contributors. POL (presentations of learning) are claimed to help students with public speaking skills, but in reality this is just another method used by the school to attract more investors. My biggest complaint was that the school attracts students with the promise of project based learning. They offer great project based courses for freshman and sophomores but by the last two years projects are almost non-existent. By this time it is impossible to transfer out of the school because their credit system. Also their high college acceptance rates are due to the fact that they make the entire senior class apply for community college. Finally, let me say that the school did not prepare me for college at all. It took me two years to adjust, as I went from Cs and Bs to straight As by my 3rd and 4th year. (My math suffered horribly from HTHI)

Write your own review
Posted November 15, 2011
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I am a recent graduate of High Tech High International and have now transitioned to competitive, private university in Boston. HTHI provided me with the best high school education I could have ever asked for. I was hesitant to attend HTHI as I wanted the "traditional high school experience." Yet, choosing HTHI was one of the best decisions of my life. The curriculum is practical and applicable in the real world. I find myself excelling above many of my college friends (who went to highly ranked private, AP, and IB high schools) in communication skills, online research, and critical thinking. Contrary to other opinions, AP is not necessary to succeed in college, and I feel just as prepared as my friends who took upwards of 10 AP classes. However, what truly makes HTHI an amazing place is the faculty. The passion they have for their students and for teaching is inexpressible. While many of them are younger than the "traditional" teacher, they are innovative and creative, and always ask for student feedback. They do not let students fall through the cracks. No school is perfect, but HTHI prepares kids for more than standardized tests, it prepares them to succeed in college and beyond.

Write your own review
Posted June 5, 2011
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I'm interested in a review from any HTHI alumni that have transitioned to a university for at least the first two year. a review from their perspective would really determine the merit of HTHI's curriculum. Current reviews are mixed from good school to a not so good school. Since I have an potential in-coming Freshmen to HTHI, I would like to know if its the right school for him, as compared to Cathedral, La Jolla CD, Bishop or Francis Parker.
—Submitted by a parent

Write your own review
Posted May 16, 2010
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This is great for a student's personal development and self-esteem or if the student aspires to take liberal arts degree but not for science-related couses. The schoool is great with low student-teacher ratio and personalization. However, it does not prepare students for a good quality university education. Students get high grades with little effort. No books are used in the class and the teachers are not very experienced. If you want your student to get good SAT scores, it is mandatory to supplement her high school education with an SAT prep class. My child was accepted in a great top-ranked school in California, but now she is struggling due to her insufficient high school education preparatory for a quality university. HTHI does not even have AP classes. My student feels so inadequately-prepared compared to her peers in the current university she is attending now.
—Submitted by a parent

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Posted February 27, 2010
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Very good teaching but very limited things to do like football. If you want your child to learn I say go for it but if your child is the type for sports I prefer for you to go to a normal public school.
—Submitted by a student

Write your own review
Posted March 12, 2009
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I am a parent of a sophmore attending HTHI. I am also giving this school a mixed review. my son has never been happier, he loves school although he has never been adverse to school. he never has homework his grades have not been great since attending hthi and so i am not blaming the school, however some policies this school has leaves me wondering. example: language taken every other semester (huh) he will never learn manderin having a semester between languages, what a waste of time. no books...he is not a great note taker and neither was i but i got through university with my books. teacher follow through, update assignments online or their calendar for parents to monitor homework that have children like mine. also student confrences, waste of time. i come to see staff so we can formulate plan. staff not interested horse to water and all that.
—Submitted by a parent

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Posted August 21, 2008
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HTHI is an interesting school and I have a mixed review on it. To its credit the school remains small in order to be the most effective in helping students learn. Most of the 'teaching teams' know their students well and work to improve their skills. There are some outstanding teachers here; unfortunately staff turnover is high. Be aware that when your child attends a 'project based learning' school, you sacrifice many basics that are taught in general ed schools. The staff here is very young, as is the principal who leads them. There is a lot to be said for age and experience and that is clearly missing. I disagree that the leadership here is strong. I feel especially disheartened when I see the rave student reviews replete with spelling errors and poor punctuation.
—Submitted by a parent

Write your own review
Posted July 6, 2008
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I am a student at high tech high. In august i will be a senior. Ive been at this school for 2 years so far and i love it. Its the best school. My grades have gone from D's and F's to stright A's. I went from hating school to loving it! I wish i came here since middle school. I love it and would reccoment it to anyone. When i have kids i want them to attend this achool. There is also amazing immersion trips that lets you travel around the world. Ive been to Australia and Japan. This year i will be going to India or Iran. They let you choose from about 10 different countries and the trips are cheap and a great experiance.
—Submitted by a student

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Posted May 25, 2008
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i am a studet here at HTHI but sometimes i feel that we dont get enough homework, but other than that i am really happy at the school and how we are able to connect to the real world.
—Submitted by a student

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Posted October 30, 2007
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High Tech High International is a school that has great leadership. Teachers, Dean of Students and the Principal have a close relationship with student and their needs. This is my daughter's 4th year at HTHI and will be graduating on June 2007. Her academic skills are high.We are very proud of the way she has been taught. She will be applying IVY league Universities and we know she has obtain the knowlage to get accepted. Proud Parents of HTHI.
—Submitted by a parent

Write your own review
Posted September 10, 2007
Report it

well right now i'm a freshman at hthi. i like the classes a lot and of course its hard for me to meet new people since its high school & all but all the kids are really nice and i like the school a lot.
—Submitted by a student

Write your own review
Posted June 5, 2006
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Very successful in engaging students in the classroom
—Submitted by a student

Write your own review
Posted September 23, 2005
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High school in second year. First year some bumps in communication and establishing the culture of the school. Great strides seen in second year. Project based learning, emphasizing learning in all areas of life and academics. Small student to teacher ratio, sports limited but growing. School that connects to the real world. Our student has grown in so many ways at this school. Fantastic, passionate teachers that students can relate and respect.
—Submitted by a parent

Write your own review

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

776

Change from
2011 to 2012

-18

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

5 / 10

What do these numbers mean? »

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 did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012
This school's
API score

776

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

-18

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)

8 / 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)

5 / 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.
Back to top ↑
English Language Arts

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

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Math

The state average for Math was 55% in 2012.

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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 86% in 2012.

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English Language Arts

The state average for English Language Arts was 62% in 2012.

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Math

The state average for Math was 52% in 2012.

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2011

 
 
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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 49% in 2012.

2012

 
 
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2011

 
 
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2010

 
 
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2009

 
 
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English Language Arts

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

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General Mathematics (Grades 6 & 7 Standards)

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

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2011

 
 
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2010

 
 
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2009

 
 
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Geometry

The state average for Geometry was 87% in 2012.

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History - Social Science Grade 8 Cumulative

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

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Science

The state average for Science was 66% in 2012.

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2011

 
 
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2010

 
 
n/a

2009

 
 
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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.

98 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
37%

2010

 
 
39%

2009

 
 
20%
Algebra II

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

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Biology/Life Sciences

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

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Earth Science

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

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English Language Arts

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

98 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
68%

2010

 
 
73%

2009

 
 
67%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
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Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
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Integrated/Coordinated Science 1

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

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World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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Algebra II

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

2012

 
 
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2011

 
 
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2010

 
 
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2009

 
 
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Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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Chemistry

The state average for Chemistry was 51% in 2012.

100 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
19%

2010

 
 
12%

2009

 
 
13%
Earth Science

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

2012

 
 
n/a

2011

 
 
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2010

 
 
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English Language Arts

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

97 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
65%

2010

 
 
69%

2009

 
 
63%
Geometry

The state average for Geometry was 17% in 2012.

97 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
29%

2010

 
 
28%

2009

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
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2009

 
 
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Science

The state average for Science was 53% in 2012.

99 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
37%

2010

 
 
36%

2009

 
 
35%
World History

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

100 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
55%

2010

 
 
60%

2009

 
 
45%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

95 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
29%

2010

 
 
17%

2009

 
 
20%
Biology/Life Sciences

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

91 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
56%

2010

 
 
59%

2009

 
 
71%
Chemistry

The state average for Chemistry was 34% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
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2009

 
 
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Earth Science

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

2012

 
 
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2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

94 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
71%

2010

 
 
68%

2009

 
 
71%
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
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2009

 
 
n/a
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

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

95 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
75%

2010

 
 
65%

2009

 
 
79%
World History

The state average for World History was 18% 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

English Language Arts

All Studentsn/a
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 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

Math

All Studentsn/a
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 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 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

English Language Arts

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 - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

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 - 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 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 - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

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 - 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
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
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
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
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 Students39%
Females39%
Males38%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
White (not Hispanic)42%
Economically disadvantaged30%
Non-economically disadvantaged46%
Students with disability15%
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only41%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)35%
Parent education - college graduate37%
Parent education - graduate school/post graduate48%
Parent education - declined to staten/a

Algebra II

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
English learnern/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

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
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 Students74%
Females72%
Males75%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
White (not Hispanic)77%
Economically disadvantaged64%
Non-economically disadvantaged81%
Students with disability46%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)62%
Parent education - college graduate79%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/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
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
American Indian or Alaska Nativen/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
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

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/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
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
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
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/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
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 Studentsn/a
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/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

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students36%
Females39%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
White (not Hispanic)55%
Economically disadvantaged22%
Non-economically disadvantaged48%
Students with disability23%
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only39%
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)15%
Parent education - college graduate47%
Parent education - graduate school/post graduate56%
Parent education - declined to state37%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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

English Language Arts

All Students65%
Females78%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
White (not Hispanic)79%
Economically disadvantaged61%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
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)42%
Parent education - college graduate73%
Parent education - graduate school/post graduate81%
Parent education - declined to state68%

Geometry

All Students33%
Females33%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
White (not Hispanic)50%
Economically disadvantaged23%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only35%
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)17%
Parent education - college graduate27%
Parent education - graduate school/post graduate56%
Parent education - declined to state36%

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

All Studentsn/a
Femalesn/a
Malesn/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 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

Science

All Students35%
Females43%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged13%
Non-economically disadvantaged54%
Students with disability25%
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
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)25%
Parent education - college graduate33%
Parent education - graduate school/post graduate56%
Parent education - declined to state37%

World History

All Students45%
Females39%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
White (not Hispanic)69%
Economically disadvantaged30%
Non-economically disadvantaged57%
Students with disability23%
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only47%
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)23%
Parent education - college graduate60%
Parent education - graduate school/post graduate63%
Parent education - declined to state47%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/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
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

Algebra II

All Students12%
Females11%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
White (not Hispanic)16%
Economically disadvantaged8%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only12%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)0%
Parent education - college graduate9%
Parent education - graduate school/post graduate27%
Parent education - declined to state0%

Biology/Life Sciences

All Students39%
Females35%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
White (not Hispanic)61%
Economically disadvantaged22%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only39%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)25%
Parent education - college graduate35%
Parent education - graduate school/post graduate66%
Parent education - declined to state23%

Chemistry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students69%
Females64%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)90%
Economically disadvantaged51%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)62%
Parent education - college graduate90%
Parent education - graduate school/post graduate83%
Parent education - declined to state38%

Geometry

All Studentsn/a
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/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

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

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
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 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
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students68%
Females63%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)87%
Economically disadvantaged53%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)54%
Parent education - college graduate82%
Parent education - graduate school/post graduate87%
Parent education - declined to state46%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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
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.

98 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
96%

2010

 
 
93%

2009

 
 
95%
Math

The state average for Math was 84% in 2012.

99 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
88%

2010

 
 
91%

2009

 
 
86%
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 Students94%
Females92%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged93%
Non-economically disadvantaged97%
Economic Status Unknown91%
Students with disability67%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a

Math

All Students90%
Females91%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged87%
Non-economically disadvantaged93%
Economic Status Unknown91%
Students with disability67%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/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 66% 27%
Black 12% 7%
Asian 11% 11%
Hispanic 7% 51%
Two or more races 3% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 135%N/A54%
English language learners 23%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 91% 85%
All other non-English languages 5% 1%
Arabic 5% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 62%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Ian Eggleston
Fax number
  • (619) 758-1960

Resources

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

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2855 Farragut Rd.
San Diego, CA 92106
Website: Click here
Phone: (619) 398-4900

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