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GreatSchools Rating

Serra High School

Public | 9-12

 

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Living in San Diego

Situated in an urban neighborhood. The median home value is $385,000. The average monthly rent for a 2 bedroom apartment is $2,000.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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31 reviews of this school


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Posted February 5, 2014

When a person first walks into the campus of Junipero Serra High School ones perception of the school changes based on what one does in their high school year and which teachers you get. Personally there are things I like about this school such as the ranges of diversity in this school to the people in the school. Who the people are defines the school and this school it is way harder to define the cliques. That is a major plus. Yet the school as a ego and "We love fried chicken" just about sums it up. Personally i am not in thrill of the condition of the school yet the programs and kids make up for it. I am in NJROTC in which some minor repairs could drastically change the outlook on this unit. I am a fan of JROTC i see how it establishes patriotism, creates young leaders and more mature people yet leadership rests on the staff and how they impact the lives of the cadets. All in all this depends on the bias of the kids. you do not have to be a mastermind to be in this school just take the classes which are a necessity which some people like I hate. I am not a fan that when I am an senior next year it is either regular or AP classes oh well, got to deal with what you got.
—Submitted by a student


Posted January 16, 2013

I am so thankful my daughter attends Serra High. The staff is very involved and the teachers are in contact with parents regarding students progress. My child who is autistic has not had any problems, it seems like the kids who attend are more open to helping others with special needs. I feel as though mt child's best interests are being considered and my input is valued as well!
—Submitted by a parent


Posted December 18, 2012

to the parents who think they will get involved and make it better . good luck the administration at this school can counter any possible common sense you have about your childs education. the front office needs to be fired !!
—Submitted by a parent


Posted October 22, 2012

Counselors and a very few of the administrative staff need much to be desired. It was a GREAT thing that .. ...... retired before this school year began. Until contact with this situation, my children and family previously experienced competant, engaged, energetic, motivated reliable, knowledgeable experiences with other school administration and personnel with other schools. Until this exposure, a counselor who was consistently poorly representing a school and poorly advising students by being largely inattentive and extremely aloof, was something very foreign to me and my family; however, it seemed this counselor was heavily protected by the administration. WHAT AN OVERALL DISAPPOINTMENT..
—Submitted by a parent


Posted September 22, 2011

I disagree with the way the other poster has characterized the drug problem at Serra High School. The drug problem is throughout San Diego County. While we all struggle to watch our kids and filter who they interact with, I kind of think it is a bit unfair to blame the problem on the school. We live in a different time with all of the cutbacks in our school system and as parents we should be getting more involved with the school, not tearing down staff credibility. I usually never comment on sites like this but I have looked at a lot of the schools before selecting Serra through the Choice program. Serra High School is a good school as long as you stay involved with the school and your kids life. San Diego Unified School District is NOT a place to send your kids to school if you are an "autopilot parent."
—Submitted by a parent


Posted May 25, 2010

We've been very pleased with our boys' experiences at Serra High. One of our sons is graduating & is off to U of A! He had many opportunities in his 4 years at Serra to prepare for the college-life that is ahead of him (successful sports teams, student leadership, academic clubs, AP classes, & fun clubs). He performed well on his SAT's, and was accepted into many top colleges, including schools in the UC system. Our other son, a sophomore, continues to shine as well. He is consistently being challenged and getting straight A's. He too has been on a successful CIF playoff sports team, is involved in Key Club, AP club, and takes full advantage of all that Serra has to offer. We are so thankful that our kids chose Serra High, & are blessed that the school is in our own backyard!
—Submitted by a parent


Posted March 7, 2010

I would not send your kid's to Serra. The administration is very distant. Some the teacher's are very kind and care about the student's but about half of the teachers seem like they just don't care about the student. In their defense, most of the students don't care about themselves. The students are mostly rude, interruptive and unintelligent, with a minority of the school being tolerable. The faculty and community seems to pump money into the sports programs, even though only a few of the teams at Serra are consistent let alone consistently good. The VAPA department has great teachers, with Mrs. Howell being one of the best theatre teachers and Mr. Rea being one of the best band directors in the county. The only problem is, the VAPA department recieves very little money at the district, school, and community levels. They do work very hard with what they have.
—Submitted by a student


Posted January 20, 2010

well i really enjoy going to Serra, although i feel some of my classes could be more organized i think that overall this is a good school. the sports programs are good and they involove the students in many clubs and extracurricular activities. the teachers could work on their relationships with students, but they do provide tutoring after school one on one with your actual teacher and not just a random student. this school has room for improvement but what high school doesn't? i love it here(:
—Submitted by a student


Posted November 3, 2009

I absolutely love this school. I'm now a sophomore & well into my 2nd year. I'm looking forward to the next couple of years at Serra! It's a great school and is strong both academically (currently taking 3 AP classes which are very challenging) and athletically we have many strong teams in our league: (Football, Field Hockey, Tennis, Badminton, Wrestling, Cross Country, etc) . The teachers are dedicated to their jobs and really give us 100%. They are always open for tutoring before/after school if you need some extra 'help'. There are so many opportunities to grow as a person at SHS-we have many strong sports teams, an abundance of clubs, NJROTC, Senior-Buddies, & ASB. In my one year spent at Serra I have grown as a person in so many ways.
—Submitted by a student


Posted March 30, 2009

In reflecting upon our son's experience at Serra High School, we can honestly say that we made the right choice in sending him to this school. Our son is participating on sports teams, involved in two clubs, & feels accepted and safe here. His grades & test scores reflect the success he is finding at Serra High. We find the administration here friendly, involved, & very accessible. The school has an active PTSA & Foundation which takes monies raised & puts them back into our kids' school. Some feedback I would offer is to work on the campus look...meaning, new paint throughout the school would spruce the campus up immensely. Two thumbs up, overall, from this set of parents.
—Submitted by a parent


Posted February 16, 2009

This school gives students a hard time over insoquential things and focuses more on funding than on the welfare of their students.do not send your kid here.The athletics program is among the worst ive seen.Teachers seem to have no relationship with students.
—Submitted by a parent


Posted January 28, 2009

While this school has good intentions of improving they can only do this with the support of parents. Unfortunately, many of the students/parents do not live in the local community and subsequently do not volunteer or donate needed funds. That leaves 30 pct of the local population to attempt to pick up the funding shortfalls and volunteer base.
—Submitted by a parent


Posted September 9, 2008

My daughter continues to receive an excellent education at Serra High School! Perhaps I can best share how great it is by sharing her accomplishments. As a Sophomore she worked hard and received a 4.3 GPA. She passed two AP Classes with a 3 and scored Advanced in all but one category on the CST. And the lower score was that of proficiency. She also passed the CA High School Exit Exam. This year she's taking two AP Classes, two Honors classes, Ceramics and Spanish. She's a well challenged, well rounded, bright and happy child. She feels secure at Serra and loves her teachers. And she's already scoring high on practice SAT exams. Serra High School is providing her with the kind of High School education I had hoped to find for her. And... it's a Public School!
—Submitted by a parent


Posted August 10, 2008

Think twice before sending your child here. I think it needs alot of improvement. Students basically in my opinion rule the school. Test scores are the main focus. and if the scores did not improve this year this school will be in program improvement.
—Submitted by a parent


Posted June 25, 2008

I think the school was improving, but with budget cuts there is no telling what will happen next year. The parent involvement appears to be the same parents year after year. The school needs more parent involvement. The spanish and math departments need improvement. The Science department has greatly improved over the last two years. Some staff are involved, but overall they are good. The administration is supportive to parents and involved. They could be more present at senior events. The coaching departments need improvement. There is always room for improvement and I think some of Serra's staff is trying.
—Submitted by a parent


Posted June 17, 2008

This school is great. I'd say it's like any other school. If the students like it, then they like it. If not, then it's not the school's fault. The teachers are good. The dances are great, and the clubs are wonderful. Need I SAY MORE?
—Submitted by a student


Posted February 20, 2008

I would not recommend this school. They push the students into taking numerous advanced classes at the same time and do not care about what grade they recieve. Both the councelors and principal does not respond to correspondence and communications. They are not doing what is in the best interest of the children. Poor school and poor management. I am very very disappointed.
—Submitted by a parent


Posted March 3, 2007

I agree with a comment another parent made regarding honors/AP classes over the regular coursework. It is unfortunate that there are not more classes geared toward the above average student at Serra. The Sophmores have the advantage of choosing three different types of history where elsewhere there are only two choices. I have a son that had both. The teaching for regular classes was below his academic ability and I found the subject content of Junior/Senior English to be at a level my 7th grader could handle. However, for the most part the Honors/AP classes were of high quality and the majority of the teachers were very supportive and helpful, especially in the science/math department. Parent/Class 2007
—Submitted by a parent


Posted January 5, 2007

Principal doesn't listen; teachers are not respectful toward students; counselors don't help us. If you want to get to college, then you better find some help somewhere else. Students get punished for trivial things. A lot of problems at this school!
—Submitted by a former student


Posted January 5, 2007

Late start tuesdays disrupt students' schedule and provide no benefit to them. Students are treated with disrespect by teachers.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

781

Change from
2012 to 2013

+9

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

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

781

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

+9

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)

6 / 10

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

3 / 10

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

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

121 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
13%

2011

 
 
11%

2010

 
 
17%
Algebra II

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

57 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
76%

2011

 
 
63%

2010

 
 
n/a
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.

135 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
18%

2011

 
 
21%

2010

 
 
23%
English Language Arts

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

477 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
61%

2011

 
 
64%

2010

 
 
64%
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.

299 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
35%

2011

 
 
47%

2010

 
 
38%
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.

349 students were tested at this school in 2013.

2013

 
 
45%
World History

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

2013

 
 
n/a

2012

 
 
44%

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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

214 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
33%

2011

 
 
35%

2010

 
 
30%
Biology/Life Sciences

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

402 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
56%

2011

 
 
50%

2010

 
 
42%
Chemistry

The state average for Chemistry was 46% in 2013.

63 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
57%

2011

 
 
6%

2010

 
 
23%
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.

466 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
63%

2011

 
 
52%

2010

 
 
54%
Geometry

The state average for Geometry was 15% in 2013.

188 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
8%

2011

 
 
5%

2010

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

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

26 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
54%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

467 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
66%

2011

 
 
52%

2010

 
 
48%
World History

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

472 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
49%

2011

 
 
46%

2010

 
 
47%
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.

105 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
14%

2011

 
 
4%

2010

 
 
6%
Biology/Life Sciences

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

18 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
39%

2011

 
 
72%

2010

 
 
51%
Chemistry

The state average for Chemistry was 32% in 2013.

306 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
31%

2011

 
 
22%

2010

 
 
33%
Earth Science

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

118 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
22%

2011

 
 
67%

2010

 
 
n/a
English Language Arts

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

439 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
53%

2011

 
 
59%

2010

 
 
55%
Geometry

The state average for Geometry was 8% in 2013.

22 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
7%

2011

 
 
12%

2010

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

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

229 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
38%

2011

 
 
34%

2010

 
 
52%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

453 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
46%

2011

 
 
51%

2010

 
 
58%
World History

The state average for World History was 19% 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

All Students14%
Females18%
Males11%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged11%
Non-economically disadvantaged18%
Students with disability6%
Students with no reported disability15%
English learner7%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talented40%
Parent education - not a high school graduate17%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)15%
Parent education - college graduate22%
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

Algebra II

All Students60%
Females64%
Males55%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged70%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)29%
Parent education - college graduate80%
Parent education - graduate school/post graduate71%
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 Students41%
Females44%
Males38%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged37%
Non-economically disadvantaged49%
Students with disability28%
Students with no reported disability45%
English learner10%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate19%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)48%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

English Language Arts

All Students71%
Females77%
Males65%
African American63%
Asian85%
Filipino94%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged65%
Non-economically disadvantaged81%
Students with disability46%
Students with no reported disability73%
English learner8%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate53%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)74%
Parent education - college graduate80%
Parent education - graduate school/post graduate87%
Parent education - declined to state59%

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 Students37%
Females35%
Males39%
African American26%
Asian61%
Filipino77%
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged28%
Non-economically disadvantaged50%
Students with disability17%
Students with no reported disability38%
English learner17%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate20%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)33%
Parent education - college graduate51%
Parent education - graduate school/post graduate43%
Parent education - declined to state32%

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 Students45%
Females40%
Males51%
African American21%
Asian67%
Filipino69%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged36%
Non-economically disadvantaged58%
Students with disability29%
Students with no reported disability46%
English learner8%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate31%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)39%
Parent education - college graduate57%
Parent education - graduate school/post graduate63%
Parent education - declined to state37%

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 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 Students30%
Females29%
Males33%
African American14%
Asian52%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged27%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented42%
Parent education - not a high school graduate33%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)22%
Parent education - college graduate36%
Parent education - graduate school/post graduate38%
Parent education - declined to state19%

Biology/Life Sciences

All Students41%
Females41%
Males40%
African American27%
Asian43%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged33%
Non-economically disadvantaged54%
Students with disability14%
Students with no reported disability42%
English learner0%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduate28%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)39%
Parent education - college graduate58%
Parent education - graduate school/post graduate68%
Parent education - declined to state26%

Chemistry

All Students71%
Females61%
Males85%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged63%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate76%
Parent education - graduate school/post graduate81%
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 Students57%
Females63%
Males53%
African American45%
Asian69%
Filipino71%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged47%
Non-economically disadvantaged75%
Students with disability16%
Students with no reported disability60%
English learner0%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate44%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)60%
Parent education - college graduate76%
Parent education - graduate school/post graduate88%
Parent education - declined to state40%

Geometry

All Students4%
Females1%
Males7%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantaged2%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability4%
English learner4%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talented10%
Parent education - not a high school graduate4%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)4%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students69%
Females79%
Males58%
African Americann/a
Asian71%
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 disadvantaged63%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented71%
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 Students51%
Females50%
Males50%
African American30%
Asian53%
Filipino57%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged42%
Non-economically disadvantaged63%
Students with disability18%
Students with no reported disability52%
English learner3%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate38%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)45%
Parent education - college graduate65%
Parent education - graduate school/post graduate78%
Parent education - declined to state47%

World History

All Students44%
Females38%
Males49%
African American31%
Asian62%
Filipino43%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged34%
Non-economically disadvantaged59%
Students with disability9%
Students with no reported disability46%
English learner5%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate22%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)43%
Parent education - college graduate54%
Parent education - graduate school/post graduate74%
Parent education - declined to state30%
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 Students3%
Females2%
Males4%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talented9%
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 graduate0%
Parent education - declined to staten/a

Biology/Life Sciences

All Students44%
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 disability50%
English learnern/a
Fluent-English proficient and English only44%
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 Students33%
Females26%
Males40%
African American33%
Asian50%
Filipino33%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged22%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented46%
Parent education - not a high school graduate32%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)22%
Parent education - college graduate51%
Parent education - graduate school/post graduate34%
Parent education - declined to state23%

Earth Science

All Students43%
Females28%
Males53%
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged36%
Non-economically disadvantaged62%
Students with disability23%
Students with no reported disability48%
English learner13%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduate33%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)54%
Parent education - college graduate53%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

English Language Arts

All Students59%
Females62%
Males58%
African American57%
Asian68%
Filipino83%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged47%
Non-economically disadvantaged75%
Students with disability32%
Students with no reported disability61%
English learner6%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate50%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)57%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to state40%

Geometry

All Students5%
Femalesn/a
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
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 disability6%
English learnern/a
Fluent-English proficient and English only6%
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 Students40%
Females31%
Males49%
African American30%
Asian56%
Filipino43%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged34%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduate58%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)25%
Parent education - college graduate46%
Parent education - graduate school/post graduate42%
Parent education - declined to state33%

Physics

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

U.S. History

All Students54%
Females45%
Males60%
African American56%
Asian63%
Filipino61%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged42%
Non-economically disadvantaged67%
Students with disability27%
Students with no reported disability56%
English learner4%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate41%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)50%
Parent education - college graduate69%
Parent education - graduate school/post graduate59%
Parent education - declined to state42%

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.

486 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%

2011

 
 
84%

2010

 
 
84%
Math

The state average for Math was 84% in 2013.

476 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%

2011

 
 
90%

2010

 
 
86%
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 Students87%
Females88%
Males86%
Gender Unknownn/a
African American86%
Asian91%
Filipino93%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state93%
Economically disadvantaged81%
Non-economically disadvantaged96%
Economic Status Unknown91%
Students with disability39%
Tested with modificationsn/a
English learner28%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students87%
Females89%
Males86%
Gender Unknownn/a
African American76%
Asian98%
Filipino100%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state96%
Economically disadvantaged83%
Non-economically disadvantaged94%
Economic Status Unknown91%
Students with disability31%
Tested with modificationsn/a
English learner45%
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
Hispanic 43% 52%
White 29% 26%
Asian or Asian/Pacific Islander 12% 11%
Black 10% 6%
Two or more races 5% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 2%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 2%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Michael Jimenez
Fax number
  • (858) 571-3457

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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5156 Santo Road
San Diego, CA 92124
Website: Click here
Phone: (858) 496-8342

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