GreatSchools Rating
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Teacher quality
Principal leadership
Parent involvement
All parents with special education children should avoid this school. The principal lacks the leadership to properly assist the special education staff. The general education teachers are also equally unmotivated by the lack of leadership. The teacher moral is so low that the annual teacher turnover rate over 30%. The special education department is inexperienced and is capable of doing more harm than good. Students that are enrolled in special ed inclusion with diploma are now being informed that all of their school work has been modified since being first enrolled (without prior parent notification or parent authorization) and they re now disqualified from graduating with a high school diploma. Some students are being informed of this after attending the school for years. I regret ever enrolling my kid in this school.
—Submitted by a parent
Wallenberg has a very good counseling department and conscientious, accessible teachers. The campus and student body is smaller than other neighborhood high schools, but this allows your student to stand out. The school s community service requirement is a great tool for teaching kids to reach out in their communities. Kids are able to enroll in the classes that they need and are showcased well. Their acceptance rate to good colleges is high. We have not encountered any incidences of bullying. The school is located in a good neighborhood, halls are immaculate, classrooms are well lit and conducive to learning. No, the school does not have a football team, but unless your kid has his heart set on playing football, who cares? Overall, very pleased.
I am a Wallenberg graduate and I think Wallenberg is a good school. If you were to send your child to Wallenberg, s/he will come out just fine. The class offering isn t the largest often due to budget issues. Most students that stay for all 4 years are in it for the grade. It s pretty easy to do well, but for those who do not do well, lack of effort plays a big role. But the real gem here is the ability to form and/or join any kind of clubs one wants and the ability to join almost any sports one wants as well (as well as multiple sports in one season). If you want to get into true school politics, students can run for the Student Site Council and/or run as the Student Advisory Council. SSC and SAC positions have the most power to make true changes. It is not difficult to participate; anyone can actually join the meetings. Self-initiated is the most concept one must understand in order to have a great experience at Wallenberg. They should challenge themselves by taking on ridiculous task like managing a library and becoming the project leader for yearbook. Admittedly, most students and faculty at Wallenberg tend to hate the administration. I partly blame the education politics.
This school has a lot to offer. It's up to the student and parents to make things happen. There are lots to do. We got music (they always had it...band), computer, art, languages just like the other schools. We have all the sports, just not football. We've got clubs galore. Want drama, cooking, sewing, photograpy, glee, BSU, Latino, Muslim, Asian, string club, pholospy, ecology, science, health pathways, so much more. New renovations, beautiful clean new campus, and it's a breath of fresh air. We are also climbing the charts of the API score and have done better then most other SFUSD high schools. Tours on Tuesdays. Come make an appointment and check us out!
This school was the last choice for my child and now he is stuck there. i am really trying to move him to a charter or other high school that can offer more creative outlets. why doesn't this high school have music or drama classes? they offer some idiotic yoga class now but no music. last year at least there was choir and a play for kids. now nothing- even after school has no clubs for creativity. i would never choose to send a student to this dull place. and by the way the principal is very uninformed and a really rude person.
—Submitted by a parent
I was so impressed at last nights Meritus dinner. As a new parent to Wallenberg I m very excited for my son to be involved in a school with so many resources and helpful dedicated teachers. It was a powerful experience for my son and I to hear the personal account of a student who was struggling, in and out of foster care, low GPA, had no motivation for school until the Meritus Program offered him a chance and opportunity to turn his life around. They followed this student through high school, tracking his academics and making sure he rose his GPA above a 2.5 now this student is enrolled at SFSU working for a degree in Biology all paid for and sponsored by Meritus. I want the Best for my Son and I believe he will succeed and Shine like a STAR in his next 4 years of high school.
—Submitted by a parent
I highly recommend and invite you to visit our school and get involved with the school governance. The reason being is so that you can get to know the awesome staff, teachers, parents and students. You should see for yourself the different types of resources and organizations that the school has to offer. Look at the positive and leave the negative at home. Come help/tutor our students help them rise academically. Give teachers strength and support so they can continue working hard with more passion and dedication than ever before. I invite the parents to come see for your selves the activities, events, and meetings the school has to offer. Get involved with your child s education. Everyone working towards these goals together we will reach a successful school year.
—Submitted by a parent
I am a parent using my child's email as I don't have an account. I just want to say that this new principal is so rude and NOT acting on behalf of the students. I sent my child to this school because it was small but the classes are so big now and unsafe due to overcrowdedness that no one can learn. Teachers are frustrated.Even the wonderful security guard that was at the school for so many years quit because of the mean principal. Other key people have also left. There are no electives and not even any after school fun clubs anymore. I suggest they get a good, experienced, understanding principal. She does not even deserve one star!
—Submitted by a parent
i was a previous student at wallenberg and i have to say i had a pretty bad experience. the administration was poor. mostly the principal and vice principal. there was no order. you would see students in the halls during class playing around and there would b many fights. all i have to say is that im glad i changed schools. i am a much happier person now.
—Submitted by a student
My son is a freshman here and I already love it. The previous principal has been replaced. The teachers are excellent, they push the kids hard but also are very supportive. It's a great size -- with 750 students big enough to run most major sports and activities, but small enough that kids can really participate. Only drawback is the building -- a converted elementary school, but you get some relief as the cramped hallways open onto spectacular views!
—Submitted by a parent
Wallenberg is small which makes it possible for the teachers to be much more concentrated on each student individually and help each student reach their full potential.
—Submitted by a parent
Its a great small school with many opportunities in sports.
—Submitted by a parent
I really love that we have a microwave,but the best thing about the school is all the clubs and stuff we can do.
—Submitted by a parent
We're smaller than most high schools in San Francisco yet we offer as much as the big schools. We have the same sports, classes, and diversity that all the other schools have. We might not have as much fame, but we're a small community who cares for each other.
—Submitted by a student
The school is horrible, bad students and teachers, there are only a handful of good teacher, like Mr. Free, probably THE best history teacher. The administration is so bad, it's not even funny.......do your kids a favor and do not send them there!
—Submitted by a student
The school has an excellent basketball program under Coach Mulligan, probably the best in the City, despite the so-so caliber of the school.
—Submitted by a parent
I was an exchange student at this school this year. Teachers are great. They are very nice and helpful, but the principal and assistant principal were just horrible. I appreciate that they gave me the opportunity to learn there, but the administration was very very bad! Student are really unhappy there. Assistant principals standing on the front doorf every monring clapping and cheering to make the students run...horrible!
—Submitted by a student
We have never seen a school where everyone seems so unhappy.
—Submitted by a parent
Get a new administration at WTHS. Administrators that supports the original goals of this wonderful school. The school was established in 1981 as the first Traditional High School in San Francisco. The first principal, Mr. Jim Kearney and the first teaching staff established a curriculum and student behavioral policy that made WTHS one of the top educational institutions in San Francisco for 20 years. It is a shame that in 2006 an admistration took over and has, all but destroyed this wonderful school.
Wonderful teachers and staff but terrible principal and assistant principal. School is run by inexperienced and micro-management. PTSA is weak and cannot stand on its own. Hopefully, solidarity between the teachers, parents, students and the newly elected PTSA officers, we can bring back Wallenberg to the top again.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
57 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.
149 students were tested at this school 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.
144 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.
86 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.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
157 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.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
59 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.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
164 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.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
61 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.
157 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
11 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.
63 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
156 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 | 36% |
| Females | 44% |
| Males | 27% |
| African American | n/a |
| Asian | 44% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| 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 | 35% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 47% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| 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 | 35% |
| 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 | 51% |
| Females | 51% |
| Males | 51% |
| African American | 25% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| 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 | 42% |
| Non-economically disadvantaged | 74% |
| Students with disability | 8% |
| Students with no reported disability | 55% |
| English learner | 9% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| 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 | 58% |
| Females | 60% |
| Males | 56% |
| African American | 53% |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| 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 | 48% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 7% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
| 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 | 44% |
| Females | 46% |
| Males | 42% |
| African American | n/a |
| Asian | 56% |
| 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 | 47% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| 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 | 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 |
| 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 | 62% |
| Females | 66% |
| Males | 58% |
| African American | n/a |
| Asian | 69% |
| 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 | 65% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 75% |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 54% |
| 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 | 56% |
| Females | 54% |
| Males | 58% |
| African American | 7% |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 55% |
| Students with disability | 0% |
| Students with no reported disability | 60% |
| English learner | 15% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| 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 | 64% |
| Females | 63% |
| Males | 65% |
| African American | 27% |
| Asian | 75% |
| Filipino | n/a |
| 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) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 13% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 19% |
| Females | 13% |
| Males | 26% |
| African American | n/a |
| Asian | 35% |
| 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 | 11% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 0% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 7% |
| 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 | 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 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 | 66% |
| Females | 65% |
| Males | 67% |
| African American | 33% |
| Asian | 79% |
| Filipino | n/a |
| 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) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 20% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 50% |
| All Students | 56% |
| Females | 53% |
| Males | 60% |
| African American | 20% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 52% |
| Students with disability | 14% |
| Students with no reported disability | 60% |
| English learner | 6% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
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 | 3% |
| Males | 10% |
| African American | 0% |
| Asian | 15% |
| 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) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | 18% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | 87% |
| 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 | 81% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 35% |
| Males | 23% |
| African American | n/a |
| Asian | 52% |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with 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 | 58% |
| Females | 62% |
| Males | 55% |
| African American | 38% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 64% |
| Students with disability | 15% |
| Students with no reported disability | 62% |
| English learner | 8% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 9% |
| 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 | 65% |
| Females | 63% |
| Males | 67% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 54% |
| Males | 54% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| 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 | 64% |
| Females | 58% |
| Males | 69% |
| African American | 31% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| 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 | 63% |
| Non-economically disadvantaged | 66% |
| Students with disability | 31% |
| Students with no reported disability | 67% |
| English learner | 15% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| 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.
163 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
164 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 | 88% |
| Females | 88% |
| Males | 87% |
| African American | 92% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 92% |
| Students with disability | 47% |
| Tested with modifications | n/a |
| English learner | 46% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 89% |
| African American | 71% |
| Asian | 99% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 92% |
| Students with disability | 62% |
| Tested with modifications | n/a |
| English learner | 54% |
| 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
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 | ||
|---|---|---|---|---|
| Asian | 47% | 8% | ||
| Hispanic or Latino | 21% | 49% | ||
| African American | 19% | 7% | ||
| White | 6% | 28% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 58% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Cantonese | 34% | 2% | ||
| Spanish | 30% | 85% | ||
| All other non-English languages | 10% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Arabic | 4% | 1% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Portuguese | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Tigrinya | 2% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Samoan | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 24 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | 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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