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Teacher quality
Principal leadership
Parent involvement
i went to this school and the only thing good about it is their music program. Its haaaaaaaaaaard baby. they prepare you for your music career really well. We have won tournaments for like the past decade now. If you are going there for the music, let me give you some advice. If you arent in it to win it.... get out. nothing else about this school is worth talking about. i gave it 5 out 5 just because of their music program
My three kids attended RBHS. All three were accepted by major universities including UCLA, Univ of Texas, Univ of Michigan just to name a few. They also received merit and talent based scholarships. RBHS teachers and staff prepared them well (along with parental motivation!) My 2 sons loved the school, but my daughter felt like she didn't quite fit into the social circles there. Her senior year was a little out of the ordinary, and the principal and counselors worked with her to help her meet her goals. I must say that Principal Paul Robinson (who just recently left RBHS) is an exceptional educator and administrator. He had a true caring attitude for his students, particularly the ones who were out of the main stream. I believe that Paul attended every sporting event, choir concert, band performance and student activitiy that was held at the school. My kids have moved on, but they (and I ) fondly remember their time at RBHS. The best thing you can do for your student in school is to volunteer your time to one of the many school organizations, and get you kids involved in an extracurricular activity that they enjoy.
—Submitted by a parent
I am a student at RBHS and I feel that some of the safety mesures here are not quite taken seriously...Also the teachers can tend to pick out favorites from their classes and they would mostly just be mean to the other students
As a former RB student, I would honestly have to say there school is nothing to special or anything remotely close to brag about. I grew up in the area and was very excited to go to RBHS after getting an inner-district transfer just to attend the school instead of another PUSD school that I now attend. However, I was greatly disspapointed with RB. The academics are subpar, as RB goes by the traditional semester schedule in which you take 12 courses a year, 3 less than the PUSD's other high school's Mt. Carmel and Del Norte, and 4 less than Westview. The decelerated learning pace could help kids who struggle in school, but with one 30 minute after-school tutorial through the course of one week, not much help is given. The teachers (who were also coaches) at times seemed to care about RB's sports more than the actual class itself, as RB has a very heavy sports reputation. The school campus seems a bit more outdated than it should be considering it opened in 1990, but it's not a major problem. The upsides about RB are definitely the sports and school pride. RB's school spirit is a huge thing that I enjoyed during my time there. Overall RBHS is decent, but look elsewhere if you can.
—Submitted by a student
The review that starts "This school does not have a funding problem,..." is so off base that I had to comment. I have 2 kids in RB High and have been extremely impressed with the school, staff, and programs. RBHS is ranked very high on greatschools.org for a reason. They have top notch teachers and administrators that really care for students and want them to succeed in school and in life. One pearl is the RBHS band program. This is one of the top programs in CA and wins most of the major competitions. College music programs all know about RBHS. My son is receiving a scholarship because of his involvement in the band program. The school also has a premier sports program and wins championships every year. The baseball program is nationally known and received a national championship several years ago. Overall, it is all about the education, though, and I feel my kids will be completely prepared for college. As a parent, I am thrilled my kids were able to attend RBHS.
—Submitted by a parent
Coming from a student at RB High, i have a different perspective. Rancho Bernardo is not the prettiest high school, nor is it the cleanest. Yeah its "an old school" but most students forget the layout of the school during their time at RB. Rancho Bernardo is a very competitive high school when it comes to both athletics and academics and our music program consistantly beats all the other schools. Thats the reason RB is #1 against all other PUSD schools, it has heart & pride. Some of the most challenging AP and honors classes out there are at RB. It is true though that if your child is an average student or has trouble in school, i wouldn't pick Rancho Bernardo. From what i've seen most students who don't do well here are usually the un-motivated ones, teachers don't hold your hands here but thats true for most schools. This is a very famous high school for a reason, Broncos are #1!
—Submitted by a student
This school does not have a funding problem, it has a management problem. The class schedules, rotations and outrageous holiday schedules combined with a 'do the minimum' faculty put learning in the backseat. The priority is to fill the seats and perform on the standardized tests. They actually took classroom time out last year for an assembly to remind students to get to bed early and be prepared for the testing the next week. The teachers do not expect much out of the students. I can't say RB is any worse than other schools in the area. Its not a war zone and if your child is motivated and on the honors track they can thrive. If they need help, structure, expectation etc, go private or don't expect much.
—Submitted by a parent
Although we are very familiar with RBH's reputation, that is a past reputation. Moving to the area it was obvious that the district has cut way, way back due to funding. The grounds we only 'maintained' if a bit run down for a school that age. We could not get into guidance to discuss our childs needs, and when we finally we able to, we were met with incredible crassness, and uncaring guidance office. Class after class gone due to the budget crisis. Yes, they kept AP courses so was signed up. But there is no depth to education anymore and it was clear that 'caring' was gone when the school lost funding. My kid who is very bright will sink it that cesspool. We are going private. Hopefully, funding will improve and attitudes will adjust.
—Submitted by a parent
This school used to be an amazing school for just about anything. But because of the budget cuts, the 2009-2010 school year is not going to have many good programs. They are cutting or trimming some of the best and most popular classes. They dont offer summer school unless you got a D or F in the class, or need special education. If the year was 2006, I would say this is one of the best schools in the USA, but because of the budget cuts, it wont be anymore. I'm finishing my freshmen year.
—Submitted by a student
Best school in all of San Diego. Excellent teachers, responsive administration stellar scores, but atmosphere is not at all competitive. Teachers are always extremely helpful and open to parents. My sons and daughters have prospered here.
—Submitted by a parent
one of the best schools in san diego i enjoy going here
—Submitted by a student
i just finished my freshman year at rb. at first i came to the school not knowing anybody. the teachers are really helpful and theres alot of amazing people there. as long as you go to tutorial and just do your work you will do well. :)
—Submitted by a student
RBHS is not an average HS. AP students receive excellent attention. Slow learners receive excellent attention. Average students (the majority) are just another number with most being forced to take classes they neither want nor need for possible college entrance. Counseling consists of making an appointment 1-2 weeks in advance --unless you are in one of the two mentioned groups-- and the appointment will be at the counselor's descretion... not the student's. Too many Vice-Principles that are seldom even seen at the school. In short, if you child is an average child he/she will get lost in the system and would do much better at any of the other Poway District high schools.
—Submitted by a parent
I would say RB is an excellent school. I currently am a junior there are i think we have a record of good academics, athletics, and our fine and performing arts programs are some of the best out there. it is a well rounded school, with well rounded, generally really nice people.
—Submitted by a student
I currently attend RBHS as a freshman, and I have to say that the faculty, the staff, and the other students just don't care. There are few 'fun' clubs, as most of them are either community service or ethnic clubs. I have not seen the principal once in my month attending, and we have had 2 assemblies. Band is no longer a fun elective. The music program is unusually intense, with many practice hours and required attendance at football games to play at half time. All in all, I dislike the school, and I plan on moving to a new venue as soon as possible.
—Submitted by a student
As of 2007 graduating class there were about 750 students per grade with over 40% of students taking an AP class their time at RBHS. The school is known for its excellent baseball program with families actually relocating to their area to get into the same. This makes the program and other athletics highly competitive. There is a lack of sufficient student parking with many of the surrounding streets posted as 'no parking' as the school is in the middle of a residential area. The area is comprised of middle to upper middle class families and does not suffer from a lack of necessary funding and parental participation evident at many other public schools.
—Submitted by a parent
RBHS is an excellent school. The education is comparable to that of a private school. The teachers really give a damn about the future of their students. Students have to want to learn and should take advantage of everything that RBHS has to offer. Take some time to compare schools in the area, the county and the state and you will clearly see that the numbers speak in volumes. If a child is falling through the cracks, please make a reassessment at what is going on at home before blaming the school. This is true with any school. This school does not cater specifically to athletes or honor students. It's good for anyone who is willing to apply themselves. The RBHS Foundation has done some amazing things with monies raised and help keep the school up to par. It's a priviledge to have my child attend RBHS!
—Submitted by a parent
The teachers academics are absolutely a dread. There music program needs to lighten and entertain. The campus is flooded with students. Their athletics program needs more funding. My son begged for a district transfer to mount carmel high,(which he now loves), and with these reasons I don't blame him.
—Submitted by jack Meinosin, a teacher
I was student at Rancho Bernardo High School, and it was fantastic. The teachers are involved and dedicated to their students despite large classes and lower funding than they would like. The math program is fantastic, especially for gifted students. The sports programs are competitive but they really help kids improve. The music program is absolutely top of the line, from choir to band to orchestra. The directors are absolutely wonderful and talented, and the programs receive a lot of support from the students and administration. AP classes at this school were available, challenging, and helpful, and overall this school is great from preparing students for college while still helping them along and providing a spirited, fun atmosphere. The counselors are great and provide a lot of help to students, much of which is underutilized. THere are many tutoring programs for struggling students, and overall this school is grat for everyone.
—Submitted by a former student
This is as fine a high school as you will find. The levels of teaching, academics, extracurricular activities and administrative leadership are all outstanding. The school scores consistently high in the state tests and their athletic program is one of the best overall programs around. There is a great mix of students with a lot of different avenues for them to pursue. I would recommend this school to any parent.
—Submitted by a teacher
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
200 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
511 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
545 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
241 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
271 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
553 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
552 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
529 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
186 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
499 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
502 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 46% |
| Females | 45% |
| Males | 46% |
| African American | n/a |
| Asian | 57% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 42% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 55% |
| All Students | 96% |
| Females | 98% |
| Males | 95% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 72% |
| Males | 78% |
| African American | 50% |
| Asian | 83% |
| Filipino | 73% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 77% |
| Students with disability | 50% |
| Students with no reported disability | 76% |
| English learner | 16% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 78% |
| All Students | 15% |
| Females | n/a |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 17% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 80% |
| Males | 77% |
| African American | 60% |
| Asian | 86% |
| Filipino | 85% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 81% |
| Students with disability | 36% |
| Students with no reported disability | 81% |
| English learner | 27% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 75% |
| All Students | 22% |
| Females | 14% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 25% |
| Students with disability | 13% |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 71% |
| Males | 66% |
| African American | n/a |
| Asian | 78% |
| Filipino | 64% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 65% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 11% |
| Females | 14% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 11% |
| Students with disability | 10% |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | 7% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 45% |
| Males | 33% |
| African American | n/a |
| Asian | 57% |
| Filipino | 44% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 55% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 49% |
| Parent education - declined to state | 20% |
| All Students | 77% |
| Females | 81% |
| Males | 73% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 58% |
| Males | 67% |
| African American | n/a |
| Asian | 79% |
| Filipino | 44% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 55% |
| All Students | 45% |
| Females | 51% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 49% |
| Students with disability | 23% |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 76% |
| Males | 65% |
| African American | 62% |
| Asian | 88% |
| Filipino | 63% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 73% |
| Students with disability | 19% |
| Students with no reported disability | 74% |
| English learner | 10% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 66% |
| All Students | 19% |
| Females | 15% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | 30% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 82% |
| Males | 94% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 78% |
| Males | 77% |
| African American | 62% |
| Asian | 87% |
| Filipino | 68% |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 80% |
| Students with disability | 34% |
| Students with no reported disability | 80% |
| English learner | 10% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 74% |
| All Students | 63% |
| Females | 60% |
| Males | 67% |
| African American | 42% |
| Asian | 84% |
| Filipino | 62% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 67% |
| Students with disability | 28% |
| Students with no reported disability | 66% |
| English learner | 28% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 59% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 0% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 4% |
| Students with disability | 6% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 8% |
| Males | 14% |
| African American | n/a |
| Asian | 5% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | 10% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 68% |
| Males | 58% |
| African American | n/a |
| Asian | 71% |
| Filipino | 71% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 67% |
| Students with disability | 46% |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 27% |
| All Students | 53% |
| Females | 46% |
| Males | 61% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 19% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 67% |
| Males | 60% |
| African American | 60% |
| Asian | 72% |
| Filipino | 76% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 65% |
| Students with disability | 23% |
| Students with no reported disability | 67% |
| English learner | 5% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 48% |
| All Students | 6% |
| Females | 8% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 67% |
| Males | 78% |
| African American | n/a |
| Asian | 90% |
| Filipino | 65% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 45% |
| Males | 60% |
| African American | n/a |
| Asian | 59% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 69% |
| Males | 69% |
| African American | 75% |
| Asian | 76% |
| Filipino | 74% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 71% |
| Students with disability | 34% |
| Students with no reported disability | 72% |
| English learner | 14% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 57% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
563 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
560 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 96% |
| Females | 97% |
| Males | 94% |
| African American | 92% |
| Asian | 99% |
| Filipino | 95% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 95% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 100% |
| Students with disability | 59% |
| Tested with modifications | n/a |
| English learner | 75% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 95% |
| African American | 85% |
| Asian | 100% |
| Filipino | 97% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | 86% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 97% |
| Economic Status Unknown | 100% |
| Students with disability | 59% |
| Tested with modifications | n/a |
| English learner | 67% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 61% | 28% | ||
| Asian | 16% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| Filipino | 6% | 3% | ||
| African American | 4% | 7% | ||
| Multiple or No Response | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 16% | 1% | ||
| Filipino (Pilipino or Tagalog) | 14% | 1% | ||
| Spanish | 12% | 85% | ||
| Farsi (Persian) | 10% | 0% | ||
| Japanese | 9% | 0% | ||
| Mandarin (Putonghua) | 6% | 1% | ||
| All other non-English languages | 5% | 1% | ||
| French | 5% | 0% | ||
| German | 3% | 0% | ||
| Polish | 3% | 0% | ||
| Portuguese | 3% | 0% | ||
| Russian | 3% | 0% | ||
| Taiwanese | 3% | 0% | ||
| Thai | 3% | 0% | ||
| Bengali | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 0% | N/A | 96% |
| Emergency credential or waiver | 100% | N/A | 2% |
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13010 Paseo Lucido
San Diego,
CA 92128
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