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Teacher quality
Principal leadership
Parent involvement
UC High was and still after more than 20 years a great school. If this is real and I am very sure, this is a result of real public investment in education. We must focus on these facts. 20 years ago UC High was a great school, and now still a great school. Whatever people say it will not change my idea of good public investment in education, dedication and commitment of the people who work to keep this great school.
—Submitted by a student
The teachers look just nice but they are not very supportive and caring. I was very disappointed.
—Submitted by a parent
I am grateful for the education that l received at UC, it really helped to make into a successful adult.
—Submitted by a student
My daughter transitioned into this school the latter part of last year. She has found the school culturally challenged. To say it clearer, diversity is not embraced by the staff or the students. For this reason, my child who is in the GATE/SEMINAR program at UCHS does not feel her experience is the best. As a parent, I can say that I agree with her because my experience has been quite questionable. If you are minority seeking a great school for your son or daughter, you might want to think twice before you enroll your child at this school. FYI, the best teacher ranks okay and the worst is clearly one who does not offer encouragement to the student. In summary, we as her parents have come to realize that this is not the best place for our child to be.
—Submitted by a parent
My son is in 10th grade. For the first time in many years he is experiencing success as he deals with issues of being a Seminar student lacking motivation to succeed. He had the chance to switch schools early last year but decided that this school was providing for him with what he needed to succeed. I agree! Teachers understand his needs and work to support him, not to demean him. They work with his strengths not against them. My son thrives because of their support.
—Submitted by a parent
My child attended this school for her freshmen and sophmore year. It was a good social environment but the teachers were not involved enough and the students all came from drug backrounds. It wasnt a good place to put my child in.
—Submitted by a parent
My son is in seminar. He chose this school. The teachers are wonderful and the staffs are very helpful. This school has a wide variety of people and he likes the diversity. He's also enjoying his sports program. I'm very happy with his decision.
—Submitted by a parent
Great Teachers, great Principle, great location, and most of all, great students!
This is my kids first year attending this school as a junior. My kid loves the classes and teachers. It is refreshing to see teachers that are passionate about there subjects. My kid has made friends with kids that are black, Asian, Hispanic and white. I feel that the diversity of the school reflects our society. I feel that schools should reflect the society, not the neighborhood, because that is what we will educate them for, the real world and it is not all middle class & white.
—Submitted by a parent
I love this school my son is attending and he says its wonderful it just needs a little more extra eativitie and its almost perfect.
—Submitted by a parent
My little Elizabeth is in her second year here and i am glad i got her in to this school because of the core classes she is signing up for the cheer team this year and she loves it. I think they should have a bigger variety of fun classes because they need stuff like that to make school fun. I have seen the campus and i think they need new grass for the fields but that can be taken care of.
—Submitted by a parent
UC is located in a good middle to upper middle class neighborhood but has a surprising amount of crimes commited on campus. My child often feels unsafe at UC. This school offers a great AP program and has one of the best track and field teams in the county, however the athletic field is in the worst condition of any of the 15 campuses I've visited. The school needs a new track field, pole vault pit, fields re-sodded and lighting installed for night football games.
—Submitted by a parent
I enjoyed the rigorous academics, but was disappointed to not have to opportunity to be in choir. There is no choir, and little few band, music, and drama activity. Emphasis put on AP and honors classes rather than extra curriculars and lower level classes. definitely not a well rounded education.
I have had a student at this school for the last 7 years. The quality of the academic and extracurricular programs at UC have suffered because of a failed district discipline policy that allows students to commit criminal offenses up to three times before that student can be suspended more than five days or recommended for expulsion. How long are parents going to be content with standards that deal in shades of mediocrity? When discipline returns to the campus, education can start. Until then, all of the well intentioned efforts of the administration and staff amount to little more than a district-wide experiment in babysitting. Don't misunderstand: The teachers are making a valiant effort, but they should not have to babysit and teach.
—Submitted by a parent
Overall UC is a great school. However, like all good things, there is a bad. As a student I have encountered both good and poor teachers. The Principle is one of the greatest I've met. He interacts with students and does his job very well. He is even considered 'cool' by many students. Basically, like all schools, if the student is willing to learn, the classes are wonderful. UC is fun for the students as well as being a great learning facility.
—Submitted by Stephen, a student
My son is a 9th grader at UC. He informs me that the often the classes are unruly and it makes it difficult to hear/learn. He has also had a few problems with theft. On the other hand the teachers and counselors have been responsive to requests and are good at communication.
—Submitted by a parent
I'm rating these based on a student in the lower track. Scores are higher for my children on the more advanced track. Teachers were not in place until the end of October/beginning of November. Many of the teachers were new and lacked experience. Shouldn't struggling students have the most experienced teachers?
—Submitted by a parent
My daughter is a senior this year and has enjoyed her high school years in terms of the academics. She had a lot of choices with AP classes. Most of the teachers are very supportive and set good role models. There is an active educational foundation in which the parents and community are involved with the school. The athletics leave a lot to be desired in the way of integrity of the selection process.
—Submitted by a parent
It is an ok school. The teacher/student ratio is not bad. Students are not split or showing up in groups. The sport utilities are pretty good as well. The quality of the provided academic programs is mediacer though.
—Submitted by a parent
I was very disappointed in UC. I pulled my daughter out in 12/04 in the middle of her sophomore year. No discipline, dress codes not enforced, inappropriate music at lunchtime, too liberal.
—Submitted by D.S., 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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
137 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
286 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
442 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
240 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
286 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
435 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
437 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
439 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
455 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
276 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
221 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
461 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 14% |
| Females | 14% |
| Males | 14% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 19% |
| Students with disability | 17% |
| Students with no reported disability | 14% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 18% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | 21% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 86% |
| Males | 79% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 90% |
| Males | 95% |
| African American | n/a |
| Asian | 95% |
| Filipino | 100% |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 57% |
| Males | 57% |
| African American | 37% |
| Asian | 65% |
| Filipino | 57% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 70% |
| Students with disability | 29% |
| Students with no reported disability | 60% |
| English learner | 18% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 76% |
| Males | 69% |
| African American | 57% |
| Asian | 82% |
| Filipino | 66% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 81% |
| Students with disability | 29% |
| Students with no reported disability | 74% |
| English learner | 7% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 65% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 42% |
| Males | 50% |
| African American | 24% |
| Asian | 62% |
| Filipino | 57% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 8% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 30% |
| Males | 46% |
| African American | n/a |
| Asian | 43% |
| Filipino | 39% |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 51% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 55% |
| Males | 61% |
| African American | 27% |
| Asian | 84% |
| Filipino | 62% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 74% |
| Students with disability | 12% |
| Students with no reported disability | 62% |
| English learner | 13% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 38% |
| All Students | 63% |
| Females | 55% |
| Males | 74% |
| African American | n/a |
| Asian | 63% |
| Filipino | 57% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 67% |
| Males | 67% |
| African American | 42% |
| Asian | 79% |
| Filipino | 81% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 79% |
| Students with disability | 27% |
| Students with no reported disability | 68% |
| English learner | 4% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 33% |
| All Students | 7% |
| Females | 7% |
| Males | 7% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | 13% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | 0% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 89% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 68% |
| Males | 75% |
| African American | 42% |
| Asian | 85% |
| Filipino | 81% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | 31% |
| Students with no reported disability | 73% |
| English learner | 15% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 50% |
| All Students | 54% |
| Females | 46% |
| Males | 64% |
| African American | 32% |
| Asian | 64% |
| Filipino | 69% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 63% |
| Students with disability | 17% |
| Students with no reported disability | 56% |
| English learner | 10% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 39% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 7% |
| Females | 5% |
| Males | 7% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | 11% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 3% |
| Parent education - graduate school/post graduate | 19% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 60% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 68% |
| Males | 67% |
| African American | 64% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 70% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 67% |
| Males | 65% |
| African American | 41% |
| Asian | 76% |
| Filipino | 71% |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 79% |
| Students with disability | 26% |
| Students with no reported disability | 68% |
| English learner | 10% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 58% |
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 34% |
| Males | 43% |
| African American | n/a |
| Asian | 52% |
| Filipino | 20% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 51% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 36% |
| All Students | 31% |
| Females | 25% |
| Males | 37% |
| African American | 5% |
| Asian | 56% |
| Filipino | 31% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 42% |
| Students with disability | 10% |
| Students with no reported disability | 34% |
| English learner | 0% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | 42% |
| All Students | 56% |
| Females | 44% |
| Males | 66% |
| African American | 35% |
| Asian | 72% |
| Filipino | 54% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 67% |
| Students with disability | 30% |
| Students with no reported disability | 58% |
| English learner | 17% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 50% |
| All Students | 100% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
450 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
437 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 92% |
| Males | 89% |
| African American | 88% |
| Asian | 93% |
| Filipino | 96% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 92% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | 44% |
| Tested with modifications | n/a |
| English learner | 46% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 95% |
| Females | 94% |
| Males | 95% |
| African American | 83% |
| Asian | 100% |
| Filipino | 96% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 100% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | n/a |
| Students with disability | 69% |
| Tested with modifications | 0% |
| English learner | 76% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 37% | 28% | ||
| Hispanic or Latino | 33% | 49% | ||
| Asian | 11% | 8% | ||
| African American | 9% | 7% | ||
| Filipino | 9% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 44% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 70% | 85% | ||
| Korean | 7% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Cantonese | 2% | 2% | ||
| French | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Somali | 2% | 0% | ||
| Arabic | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Portuguese | 1% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 18 | N/A | 11 |
| Average years teaching | 18 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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6949 Genesee Avenue
San Diego,
CA 92122
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Phone: (858) 457-3040
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