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GreatSchools Rating

Morse High School

Public | 9-12 | 2339 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 3 ratings

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20 reviews of this school


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Posted February 5, 2013

I do not recommend this school either! Definitely would not have my son attend this school at all. I live near the school and the kids disrespect the neighborhoods. There have been fights near our homes when the kids get of out school for 3 weeks now. And on occasion kids would knock over trash cans as they walk by. Throw trash, and even found them smoking weed. This is not acceptable. Especially when I have my baby playing outside in our yard and this is what he sees. I believe they should have 1 entry control point if there is not enough patrol in both entrances. And when I spoke to the principle all he said was to continue to call the cops if needed.


Posted September 30, 2012

I went to this school from grades 10 to 12 and although it had its issues, I loved it at Morse. As some reviewers have already mentioned, it really depends on the teachers your child has. I was part of the honors/advanced/AP track and so my fellow classmates and teachers were engaged, caring, and invested in my success. More than 90% of the classmates I had in my classes went on to UCs and CSUs and some for money reasons went to community colleges. As long as your student is motivated and gets into the higher level classes, they will do well at Morse.


Posted September 25, 2011

As a parent I have found my childrens education depends on the teacher. They do well with good teachers and fail with not so good ones. I have had a teacher tell me she would not discuss my childs progress and others contact me if anything unusual happens. i have had multiple discussions with teachers, vice principals and the principal with good or no results. I find parents are not involved, mostly because they never hear about things going on and some teachers try to discourage parent contact. I had a teacher tell me everything must be done their way and it was "not negotiable". More money is not the answer, getting quality teachers is. We need to find a way to stop non-effective teachers and eliminate "tenure" so only effective teachers continure teaching. "Watch waiting for superman" to see how all schools in the U.S.are doing and what this means to our children and nation.
—Submitted by a parent


Posted September 2, 2011

Im atteneded Morse High School from 9th grade - 11th grade & I can honestly say I would NOT recomond that school. All the staff could careless about their students. The majority of students are so disrespectuful & have ZERO school spirt, they make school pretty boring. There is less staff now & zero credit recovery programs due to bugget cutts. I had to begg my parents to get me out of there. Im currently a Senior at Bonita Vista High School & I can honestly Im proud to be a Baron ! I like it WAY better than Morse, I would highly recomend Bonita Vista.
—Submitted by a student


Posted January 13, 2011

I love this school. The teachers are great and my kid had a better attitude than last time he was spending time with me. He says to me that the school has great people, great teachers and great academics. If you really want your child to go to College you should send them to Morse since there are programs for them to prepare for College. They also have a lot of great programs from sports to technology.
—Submitted by a parent


Posted September 17, 2010

I am a parent of a Morse student and I like the school so far.. No matter where the kids go to school there are going to be problems. And as for the traffic I find that ALL schools have their problems EVERY year this is an issue no matter where you go... the schools will never be able to make people happy... This is where us the parent have to work through it... not everything in life is suppose to be a convenience, therefore I found a way to make it easy for me to drop off and pick up. It is not always the schools as far as fights and cursing and other things of that sort.. It stems from the family and how the child is being raise and how much the parents are involved.
—Submitted by a parent


Posted March 23, 2010

As a student I can say that morse high school is a good school that is on its way to the top. These past years may have been a little mest up but things are on there way to becoming better. With the new principal that we have we are on our way to success. Mr. Shelton is a great principal, and i would have to say that yes maybe there are some students who dont care, and yes there are some teachers who are careless,there are also teachers who care a lot. I believe that people shouldnt judge this school because of the way it is from the outside but to actually take the time to get to know the teachers and actually spend a whole day in this school and try to see what this school can be. Everyone should give this school an opportunity. Dont judge.!
—Submitted by a student


Posted January 28, 2010

I am a parent of two daughters and i should say that there are numerous problems in that school. Typical fights, graffiti, cursed words, littering in the parking lot, lack of discipline in the student body and careless teachers. The most problem way the picking up and dropping off students, but the traffic was a struggle. This is unacceptable.
—Submitted by a parent


Posted September 21, 2009

My kids love going there.
—Submitted by a parent


Posted February 28, 2008

Because of the leadership of the principals and hardworks by our teachers at Morse High School, as a parent, we believe Morse is one of the best school in California. We are many miles apart from our son, Kiso, due to mission work for our Christian Church, but, we always remembered you (Morse High School) in our prayers. Thank you for helping our son and helping Morse High become the best School for our kinds.
—Submitted by a parent


Posted August 12, 2007

Morse is starting to turn around, thanks to Mr. Irving our new principal. I can already see some improvements on the campus, and I hope that they stay on that track
—Submitted by a student


Posted July 17, 2007

Morse High School is a school with much potential. Todd Irving is doing all he can for our school to reach it's potential and make Morse a school with high expectations. Many do no understand how many students go to our school. It is not all the fault of the school but the fault of the parents. Parents need to take a step into the lives of their children. Even with not much parental involvement in school there are still many that are successful. Like any other school there are the good and bad teachers. We cannot place all the blame on them. We are only lying to ourselves. Academics & Sports is one of Mr. Irving's main focuses. Like I said he is doing all he can for our school. He is bringing leadership and the qualities of a good leader. Do not over look Morse when Lincoln opens.
—Submitted by a former student


Posted December 1, 2006

Thank God Mr. Oliver is now a co-principal. Hopefully for next year he is in charge of academics as well. There are good teachers and counselors at Morse. There are also many that should retire. Community involvement has been nil for years. That is changing due to Mr. Oliver's arrival. 1st night football game in 34 years was a great success. Facilities are sad. There is a great landscaping plan for next year and a drive for better athletic facilities. The community must get more involved or the school will be forgotten as Lincoln opens.
—Submitted by a parent


Posted June 14, 2006

This school has many extracurricular activities for kids to enjoy! Overall, on a scale of 1-10 I rate it a 5. Its not the worst!
—Submitted by a student


Posted December 15, 2005

The Quality of academic programs is extremely low after the budget cuts took effect most of the after school and many 'elective' classes were cut due to low funding. No band at all except for the junior ROTC's drum core...sports, well many excellent sport teams have been here. Just not recently, Parents tend to have little to no involvement in the school and the faculty dont try to get the parents involved either. They seem to have 'better' things to do.
—Submitted by a student


Posted October 14, 2005

Morse High School has some great programs for students. There is an autobody program, a cooking program and the school is trying a lot of new ideas with 9th grade students.
—Submitted by a parent


Posted August 19, 2005

Morse HS has been great for my son. He liked the idea of not taking a bus. Some of the classes he wanted to take are not offered there because of budget cuts which was disappointing. They could and should poll students and parents to get a feel on the types of classes they want and need to furhter their education.
—Submitted by a parent


Posted August 19, 2005

This school, I find okay. I am Filipino and I meet many others of my culture.
—Submitted by a student


Posted July 11, 2005

This school varies from class to class. My 16 year old girl liked some of her teachers but her physics class was a huge problem with at least 5 teachers in one year! On the other hand high marks for the math class.
—Submitted by a parent


Posted June 25, 2005

Samuel F.B. Morse High School is an excellent school in the center of a sprawling urban community that is hampered by the weak and unsatisfactory visage of the San Diego Unified School District. Lack of adequate funding is one fo the only detrimental factors for a school of this size and magnitude. If only San Diego Unified would learn from other school districts, then maybe Morse would regain it's posture as being an ideal school for those interested in technology and pacific rim studies.
—Submitted by a former student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

740

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • 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 2013

This school's
API score

740

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+12

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

4 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

207 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
8%

2011

 
 
12%

2010

 
 
10%
Algebra II

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

32 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
45%

2011

 
 
28%

2010

 
 
45%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

219 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
11%

2011

 
 
7%

2010

 
 
10%
English Language Arts

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

496 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
48%

2011

 
 
49%

2010

 
 
50%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

256 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
21%

2011

 
 
31%

2010

 
 
8%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

284 students were tested at this school in 2013.

2013

 
 
46%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

14 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
n/a

2011

 
 
7%

2010

 
 
5%
Algebra II

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

224 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
25%

2011

 
 
11%

2010

 
 
12%
Biology/Life Sciences

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

427 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
44%

2011

 
 
36%

2010

 
 
31%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
21%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

452 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
48%

2011

 
 
43%

2010

 
 
36%
Geometry

The state average for Geometry was 15% in 2013.

183 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
1%

2011

 
 
4%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

13 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
n/a

2011

 
 
74%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

452 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
52%

2011

 
 
42%

2010

 
 
37%
World History

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

432 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
45%

2011

 
 
36%

2010

 
 
42%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

116 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
5%

2011

 
 
2%

2010

 
 
2%
Biology/Life Sciences

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

27 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
n/a

2011

 
 
32%

2010

 
 
22%
Chemistry

The state average for Chemistry was 32% in 2013.

371 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
25%

2011

 
 
14%

2010

 
 
35%
Earth Science

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

2013

 
 
n/a

2012

 
 
18%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

442 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
45%

2011

 
 
37%

2010

 
 
42%
Geometry

The state average for Geometry was 8% in 2013.

19 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
0%

2010

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

199 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
18%

2011

 
 
17%

2010

 
 
22%
Physics

The state average for Physics was 58% in 2013.

24 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
25%

2011

 
 
19%

2010

 
 
34%
U.S. History

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

450 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
49%

2011

 
 
45%

2010

 
 
49%
World History

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

2013

 
 
n/a

2012

 
 
9%

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students9%
Females10%
Males8%
African American14%
Asiann/a
Filipino12%
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged10%
Students with disability0%
Students with no reported disability10%
English learner4%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented10%
Parent education - not a high school graduate4%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)12%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Algebra II

All Students44%
Females38%
Males47%
African Americann/a
Asiann/a
Filipino79%
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented64%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students17%
Females13%
Males20%
African American10%
Asiann/a
Filipino18%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged30%
Students with disability2%
Students with no reported disability21%
English learner4%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented42%
Parent education - not a high school graduate8%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)16%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

English Language Arts

All Students53%
Females53%
Males52%
African American48%
Asian75%
Filipino62%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander43%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged49%
Non-economically disadvantaged64%
Students with disability9%
Students with no reported disability56%
English learner10%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate29%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)55%
Parent education - college graduate64%
Parent education - graduate school/post graduate63%
Parent education - declined to state54%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students29%
Females25%
Males31%
African American13%
Asiann/a
Filipino39%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability29%
English learner5%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduate13%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)27%
Parent education - college graduate35%
Parent education - graduate school/post graduate21%
Parent education - declined to state48%

Integrated/Coordinated Science I

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

Physics

All Students46%
Females41%
Males49%
African American33%
Asiann/a
Filipino61%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability47%
English learner4%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate33%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)39%
Parent education - college graduate58%
Parent education - graduate school/post graduate50%
Parent education - declined to state56%

World History

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

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students7%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students23%
Females20%
Males26%
African American17%
Asiann/a
Filipino33%
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented48%
Parent education - not a high school graduate8%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)25%
Parent education - college graduate30%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

Biology/Life Sciences

All Students34%
Females34%
Males33%
African American21%
Asiann/a
Filipino47%
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander15%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged50%
Students with disability3%
Students with no reported disability36%
English learner2%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduate20%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)35%
Parent education - college graduate56%
Parent education - graduate school/post graduate39%
Parent education - declined to state27%

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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students48%
Females53%
Males43%
African American30%
Asiann/a
Filipino59%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander33%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged44%
Non-economically disadvantaged62%
Students with disability11%
Students with no reported disability50%
English learner2%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate32%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)51%
Parent education - college graduate64%
Parent education - graduate school/post graduate47%
Parent education - declined to state37%

Geometry

All Students5%
Females1%
Males6%
African American3%
Asiann/a
Filipino7%
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talented20%
Parent education - not a high school graduate6%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)4%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

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

All Students61%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
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 Students46%
Females48%
Males45%
African American36%
Asiann/a
Filipino58%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander15%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged41%
Non-economically disadvantaged63%
Students with disability9%
Students with no reported disability49%
English learner5%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate32%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)45%
Parent education - college graduate68%
Parent education - graduate school/post graduate61%
Parent education - declined to state36%

World History

All Students43%
Females41%
Males45%
African American24%
Asiann/a
Filipino56%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander21%
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged60%
Students with disability9%
Students with no reported disability46%
English learner9%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate31%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)45%
Parent education - college graduate61%
Parent education - graduate school/post graduate41%
Parent education - declined to state28%
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

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

Algebra II

All Students6%
Females10%
Males2%
African American6%
Asiann/a
Filipino3%
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)3%
Parent education - college graduate10%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Biology/Life Sciences

All Students33%
Females50%
Males15%
African Americann/a
Asiann/a
Filipino45%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only38%
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

Chemistry

All Students24%
Females22%
Males26%
African American12%
Asiann/a
Filipino35%
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged40%
Students with disability0%
Students with no reported disability25%
English learner0%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate4%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)25%
Parent education - college graduate38%
Parent education - graduate school/post graduate18%
Parent education - declined to state15%

Earth Science

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

English Language Arts

All Students44%
Females49%
Males40%
African American27%
Asiann/a
Filipino59%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantaged57%
Students with disability4%
Students with no reported disability47%
English learner7%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate40%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)41%
Parent education - college graduate63%
Parent education - graduate school/post graduate63%
Parent education - declined to state26%

Geometry

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students35%
Females32%
Males37%
African American13%
Asiann/a
Filipino39%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)41%
Parent education - college graduate36%
Parent education - graduate school/post graduate38%
Parent education - declined to state29%

Physics

All Students12%
Females0%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only16%
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

U.S. History

All Students51%
Females49%
Males53%
African American34%
Asiann/a
Filipino69%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Non-economically disadvantaged62%
Students with disability3%
Students with no reported disability55%
English learner12%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate27%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)50%
Parent education - college graduate72%
Parent education - graduate school/post graduate63%
Parent education - declined to state39%

World History

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

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

474 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
82%

2011

 
 
81%

2010

 
 
76%
Math

The state average for Math was 84% in 2013.

458 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
86%

2011

 
 
81%

2010

 
 
81%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students86%
Females89%
Males83%
Gender Unknownn/a
African American79%
Asiann/a
Filipino87%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islander94%
White (not Hispanic)82%
Declined to state96%
Economically disadvantaged83%
Non-economically disadvantaged95%
Economic Status Unknownn/a
Students with disability51%
Tested with modificationsn/a
English learner48%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students89%
Females89%
Males89%
Gender Unknownn/a
African American81%
Asiann/a
Filipino93%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islander80%
White (not Hispanic)n/a
Declined to state96%
Economically disadvantaged87%
Non-economically disadvantaged94%
Economic Status Unknownn/a
Students with disability56%
Tested with modifications0%
English learner65%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian 45% 11%
Hispanic 27% 51%
Black 19% 7%
White 3% 27%
Hawaiian Native/Pacific Islander 2% 1%
Two or more races 2% 3%
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 73%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Art teacher(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Staff resources available to students
  • Art teacher(s)
Music
  • Choir / Chorus
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Harry Shelton
Fax number
  • (619) 262-6835

Resources

Staff resources available to students
  • Art teacher(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Cafeteria
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Cross country
Girls sports
  • Cross country

Arts & music

Music
  • Choir / Chorus
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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6905 Skyline Drive
San Diego, CA 92114
Website: Click here
Phone: (619) 262-0763

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