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Teacher quality
Principal leadership
Parent involvement
My daughter is thriving at this school. The teachers are the best I have ever seen (and I've seen a lot of teachers). She is safe, happy, and feels like a part of the community after her first semester. I'm especially impressed by the resources this school has compared to other high schools.
—Submitted by a parent
Mission high school is one of the best high schools in California am only freshman but i have learned a lot. The school is more like a big family.The classes don't have more than 20 students and it's good.when I first went to mission I was not happy thinking that it was bad but now no one can change my mind. I love mission and am going to Stanford with a 4:0 from mission high,Plus AP classes are amazing there!!
—Submitted by a student
We have a 9th grader at Mission and a 11th grader at Lowell, both great schools in different ways. Here are my impression FWIW. Mission class sizes are as low as 18 students, Lowell as high as 40+. Lowell, since it's bigger, offers a greater variety of classes and most are more challenging, Mission partners with City College to fill in the gaps and also grades students on personal achievement rather the curve, which gives them a much better chance to get into college. Both have AP classes, Lowell has more, but Mission encourages more students to take them who normally wouldn't. Much more financial support from the district and beneficiaries for Mission (no one has asked us for any money yet, a first!), but there's a dedicated, successful fund-raising parent and alumni group from Lowell. Surprisingly, advanced choir students at Mission are required to be able to read music, at Lowell they aren't. Mission wins on architecture, weather, transportation, location and student to faculty ratio. Lowell wins on academic reputation and performance. Both campuses are equally safe with dedicated staff, though Mission's makes more of an effort with more to prove.
—Submitted by a parent
i love mission lets go bears go mission is the best decision u could ever make there are the best teachers u can learn really quick the teachers are always pushing u to always do ur best and be positive , peace and love, society ,fashion music and to love ur self and u learn who to develop ur skills and how to protect ursef mission high is not th BAD school as some people out there say
—Submitted by a parent
i was jsut like the rest of you, i thought mission was this terrible school with bad kids, but it's not! it actually isnt! I live 5 blocks from Wash and i've always wanted to go there. When i got the letter that i got in mission, i cried. My sister told me to try mission out and if i end up not liking it, i can always transfer. So i tried out mission and i end up LOVING IT!! it's an amazing school! 2 weeks later i got a call from Wash saying i got accepted into there school and i had the chance to transfer. I ended up rejecting them. Rejecting wash was the BEST decision i had ever made! Mission is truly getting better! Try it out, and if you dont like it, you can transfer! but i promise you, YOU WILL LOVE IT! :D
—Submitted by a student
i think Mission High School is the BEST school I have ever seen and entered in the world. I found myself here, I found my dream here, I love Mission! I love BEAR!
—Submitted by a student
Mission High school is the best school ever. Its diversity is the best thing of it, to know more about other cultures and places is what makes Mission amazing. All the people are friendly and also they always try to help each other out. Mission High is colossal....
—Submitted by a parent
I love Mission's Teachers. They're so cool and they always ready to help you out. Basically, teachers are the second family of the students. They always look up on you if you're doing well or not. So it's nice to have someone like that in a place like school.
—Submitted by a parent
My grandson is now studying 9th grade at Mission High School. I felt very bad when he couldn't get into Lowell, or lincoln, or Washington at first because he always get very good grades and high GPA in K-8. Now, I understand that we should not listen too much from other people. We should really take a step into the school touring before sending our kids there. Mission High is a very great school!! It's the best choice for kids, I think. It's a beautiful and safe neighborhood. There are small size classes and nice teachers. I suggest other parents can take chace to walk around this compus.
At first, when I knew my son can not get admission to lincoln high, I felt very unsad. Fortunely, I decided to send my son to Mission High after the SF Unifie/consuloring's sugesstion. Now, I found out that Mission High even much much more better than Lincoln. It's a very safe enviroment. It's an excellent school for your kids to study there.
—Submitted by a parent
It's a geat school! You won't feel regret to send your kids there.
—Submitted by a parent
It is an excellent school. My daughter likes Mission High School more than Lincoln. It is a small class that the teachers can pay more attention. I hope some parents use eyes more than ears. Don't listen someone says Mission is not a good school, use your eyes to see what it is. It is an awesome school.
—Submitted by a parent
This high school is a great school! this coming year will be my sophmore year and i can't wait to come back to school! its environment is awesome just like the students, although some people rate this high school with bad reputation i just want everybody to know that this is nooott a bad school for students who plan to go to college and keep moving forward in their lifes... I know it because i'll graduate in 2012 and so far everything is going well..Hope to be somebody important in my lifeeee
—Submitted by a student
very great environment and the reconstruction of the school creats a better environment for student
—Submitted by a student
EXCELLENT principal leadership with VERY small class sizes. Young teachers = inspired and more in-tune with students. Not enough extra curricular activities. Nice location in safe, warm neighborhood. Need some money to make facilities nicer.
—Submitted by a parent
This is a great school! The teachers are kind and willing to help student.
—Submitted by Girl, a student
Mission is a very good school that is supportive of the parents and the students. They have a good communication repore and really try to provide a safe environment. There various sports and creative arts that are availalbe. The environment is diversed and the teacher are educated. My son reaaly enjoys his teachers and hates to miss school. I must let you know that my son is in special day classes.
—Submitted by a parent
Better then portrayed. EXCELLENT principal. Good sports. Small community. Nice area (castro).
—Submitted by a parent
there weren't enough afterschool activities at this school. A lot of the students were often loud. Despite all these issues, the teachers never gave up on helping the students and will always offer, even sometimes suggest that students ask for assistance for schoolwork.
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
197 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.
103 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.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
214 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% 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.
224 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
106 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.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
216 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
176 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
211 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
129 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
217 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 9% |
| Females | 11% |
| Males | 7% |
| African American | 0% |
| Asian | 35% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 18% |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| 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 | 12% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 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 | 39% |
| Females | 44% |
| Males | 34% |
| African American | 22% |
| Asian | 49% |
| Filipino | 58% |
| Hispanic or Latino | 24% |
| 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) | 72% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | 4% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 32% |
| 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 | 17% |
| Females | 14% |
| Males | 19% |
| African American | n/a |
| Asian | 26% |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 23% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | 28% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| 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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| 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 | 0% |
| All Students | 8% |
| Females | 5% |
| Males | 10% |
| African American | n/a |
| Asian | 17% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 15% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | 9% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| 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 | 14% |
| All Students | 28% |
| Females | 32% |
| Males | 23% |
| African American | 13% |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 35% |
| Students with disability | 21% |
| Students with no reported disability | 28% |
| English learner | 4% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 26% |
| Females | 30% |
| Males | 23% |
| African American | 23% |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 31% |
| Students with disability | 14% |
| Students with no reported disability | 27% |
| English learner | 5% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 5% |
| Females | 6% |
| Males | 4% |
| African American | 0% |
| Asian | 12% |
| 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) | n/a |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 5% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| 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 | 31% |
| Females | 31% |
| Males | 30% |
| African American | 19% |
| Asian | 39% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 34% |
| Students with disability | 21% |
| Students with no reported disability | 31% |
| English learner | 8% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
| All Students | 33% |
| Females | 28% |
| Males | 38% |
| African American | 13% |
| Asian | 41% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 34% |
| Students with disability | 25% |
| Students with no reported disability | 34% |
| English learner | 16% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | 0% |
| Asian | 0% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 54% |
| Females | 58% |
| Males | n/a |
| African American | n/a |
| Asian | 58% |
| 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 | 53% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| 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 | 9% |
| Females | 11% |
| Males | 7% |
| African American | 0% |
| Asian | 16% |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 6% |
| Students with disability | 13% |
| Students with no reported disability | 8% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| 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 | 26% |
| Females | 33% |
| Males | 20% |
| African American | 12% |
| Asian | 41% |
| 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) | 56% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 23% |
| Students with disability | 6% |
| Students with no reported disability | 27% |
| English learner | 2% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| 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 | 17% |
| Females | 17% |
| Males | 15% |
| African American | 0% |
| Asian | 32% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 11% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 20% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 23% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 20% |
| All Students | 6% |
| Females | n/a |
| Males | 0% |
| 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 | 7% |
| English learner | 0% |
| 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 | 37% |
| Females | 44% |
| Males | 30% |
| African American | 23% |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 41% |
| Students with disability | 13% |
| Students with no reported disability | 39% |
| English learner | 9% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
219 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
220 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 | 58% |
| Females | 58% |
| Males | 57% |
| African American | 48% |
| Asian | 63% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Declined to state | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 89% |
| Economic Status Unknown | 54% |
| Students with disability | 27% |
| Tested with modifications | n/a |
| English learner | 28% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 70% |
| Females | 68% |
| Males | 72% |
| African American | 50% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Declined to state | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 75% |
| Economic Status Unknown | 55% |
| Students with disability | 47% |
| Tested with modifications | n/a |
| English learner | 61% |
| 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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 45% | 51% | ||
| Asian | 30% | 11% | ||
| Black | 16% | 7% | ||
| White | 6% | 27% | ||
| Two or more races | 2% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 42% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 61% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 58% | 85% | ||
| All other non-English languages | 16% | 1% | ||
| Cantonese | 11% | 2% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| Arabic | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| French | 0% | 0% | ||
| Greek | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Ilocano | 0% | 0% | ||
| Indonesian | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |


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