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GreatSchools Rating

Branham High School

Public | 7-12 | 1386 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
Based on 5 ratings
2010:
Based on 1 rating

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57 reviews of this school


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Posted May 16, 2013

Branham really tries to keep kids engaged, keep the standard high and promote high academic excellence. We have been in the music department for 2 years and the kids are excelling! The instructor can be a bit challenging though. The test scores include the special ed. which not all high schools in the area have to do so the scores aren't really an indicator. The front office lady is mean and unhelpful... come on Branham... replace her!
—Submitted by a parent


Posted May 8, 2013

this is not the school that put students first and looking how to help them to be successful and motivated. The stuff is superficial and will not look how to help student. The stuff have not professional attitude to help students in a very important live period.
—Submitted by a parent


Posted August 29, 2012

This school has gotten better and better as the years go by. They have always had an excellent, extremely involved young staff, particularly in the History Department, but more recently in Math, English, Special Needs etc. In 2010 we got a new Athletic Director who has done wonders for the athletic department. He has helped triple the size of the Athletic Boosters, organized the coaches, streamlined processing of athletes and much more. He is extremely present and active on campus. In 2011 we got a new Activities Director who has started to make significant changes and boost school spirit and participation in events. He has an excellent relationship with teachers, parents and students. In 2012, just a month ago, Branham hired a new principal who has reignited the staff, been present at almost every function on campus, is enthused about changing Branham and is direct, confident and enthusiastic. This school continues to thrive, and test scores rise (although that isn't really a wonderful indicator of a healthy school) even with little money and support from the district and I continue to be impressed more and more each year.


Posted August 15, 2012

I've just begun going to this school, and my emotions about it are a bit mixed. The school offers great academics, but the teachers are the kind that are hard on grading and leave you a bit on your own. The campus and facilities are great though.


Posted August 1, 2012

I don't really enjoy the atmosphere of the school, but then that's my problem. I think that this place could use some remodeling, because I think the brick walls are pretty ugly, but the teachers are great and the people here are pretty nice


Posted May 18, 2012

Teachers and administration are appallingly closed-minded. Grading makes no sense whatsoever and puts A+ students at the same level as D- ones. Unfriendly atmosphere. Forces students to participate in school events for a grade. I would not recommend this school.
—Submitted by a parent


Posted March 29, 2011

Hi out there! If your child is an 8th grader and your child is a musician...I would recommend Branham over Leigh in a HEART BEAT! The music directors at Branham have a great deal more experience than those at Leigh. The Leigh band director is a rookie and does not know how to teach music at all. Diane Wyant, the Branham director, has been teaching for almost 25 years and runs a tight ship! She is in fact THE director that built Leigh High School years ago and gave them the reputation as being an award winning program. So if you want your music student to be in the BEST hands...choose Branham! We did and we are excited about our child's future as a musician. Ms. Wyant is amazing and Ms. West the choir director really knows her stuff!
—Submitted by a parent


Posted February 24, 2011

I wonder what type of students are bashing Branham High School? Probably the type of kids that think everything should be handed to them and make excuses. Complaining about putting hand sanitizers in the bathroom? Are you kidding me. You get out what you put into high school. Hard working students who don't cut class and bully people will thrive. My kids are doing very well and we are extremely happy with this school! Go Bruins.
—Submitted by a parent


Posted January 28, 2011

Branham High school is top notch!! If your child is a musician, the Royal Alliance Marching Band is a GREAT place for them to be. Diane Wyant, the director of bands, is a CLASS ACT!!!! She works hard to instill all the values WE as PARENTS know are necessary for OUR KIDS to SUCEED!!!! THE BAND is the HEART of this SCHOOL!!! TOP NOTCH!!!! A TRUE class ACT!!!!!
—Submitted by a parent


Posted January 28, 2011

Branham High School is the diamond of the district. It has a small, private school feel with some VERY impressive programs. This school offers a music program that is taught by a veteran music teacher of 24 years...she is truly amazing. The symphonic band is the only one in the district that has received top ratings by the state music teachers association. The director here is the director that began Leigh's program more than a decade ago. The history department is second to none...the backgrounds on these teachers are amazing and incredibly impressive. Also...Branham offers a leadership program offered by Rich Alipaz that tops anything else in CUHSD...he is a Genius!!!!!
—Submitted by a parent


Posted January 28, 2011

I have a student that attends Price Middle School. I am very excited also about my child attending Branham High School next year for the Marching Royal Alliance Band. I met Diane Wyant. She is very good teacher and my daughter very much like her. I look forward to attending Branham High School in the upcoming year.
—Submitted by a parent


Posted March 3, 2010

I am currently a freshmen at Branham High School and I couldn't be happier with the education I am getting here here. I hang out with cream of the crop kids every day and have a sense the my teachers really care about me. I wouldn't have expected so much success in high school, my teachers and councilors really guided me to where I am now. This school has made it very easy for me to transition to high school.
—Submitted by a student


Posted November 14, 2009

I graduated Branham High School in 2008, and am so thankful i'm out. Aside from the one teacher I had that actually cared about her students in the four years I attented, the teachers could care less about you. Ms. Barger is an amazing teacher who truely cares for her students, if she didn't teach there I would rate this school with no stars. I definitely feel like the teachers are on their own power trip and love being able to tell students what to do, just because they can. Now that I am in college, I couldn't be happier.


Posted October 20, 2009

2009: Branham High School is an excellently rated school. It now has a proven track record showing continuous improvement in all areas such as - academic scoring; music department (has instructors now in both instrumenal and vocal music); parent participation with H&SC, Sprts Boosters, Music Boosters; has improved student leadership and school spirit participation; departments have consistent, excellent teaching staff; highly qualified, enthusiastic administration with longevity for school growth and maturity; the Royal Alliance Marching Band (marching band for the first time in 28 years at Branham); and consistent Sports programs and leadership. I would highly recommend BHS over and above, and at least equal to other schools in CUHSD.
—Submitted by a parent


Posted March 11, 2009

The thing with branham sports is that the athletic director does not know how to get good coaches. He does not care for sports really. Many believe we should get a new one. Im also fine with the majority of the teachers but there are still some who i would not want to have
—Submitted by a student


Posted January 15, 2009

I am a senior at branham and quite honestly, I couldn't be HAPPIER that I'm graduating this year. Majority of the teachers here lack the ability to motivate students. There have only been a handful of teachers that i have come across that have been able to do this. The administration is...well...it's incompetant when it comes to providing necessary materials for classes. They lack the ability to spend money wisely. An irritating example: they spent money to place hand-sanitizers in each of the classrooms instead of buying necessary supplies for classes, like books. The students here are shallow, and they all lack motivation. Not to mention that the clubs here aren't that good either. While it is improving (albeit slowly), I still wouldn't want to come here again to learn. The departments that i found to be the strongest were the English and History departments. Enough said.
—Submitted by a student


Posted November 13, 2008

i am a senior at Branham High School, I have to say that while the teachers claim to be motivated to make this a better school their lack of motivation is shocking. I know that when I become a parent one day i will NEVER send my chilsd to this school. I want to know that the administration and teachers will be there with me and my syudent through there whole four years and as far as im concerned they are not ding their job!
—Submitted by a student


Posted October 19, 2008

I do have to say that Branham is improving in many ways possible. The sports programs are improving from poor years before, and teachers who have been considered 'bad' have transfered out. The history department seems to be the strongest, while the math department could use some improving. We are still considered the underdogs, but I do believe we would strive to the top if the school could push for it.
—Submitted by a student


Posted October 14, 2008

There are some great teachers here at Branham, but as a senior i can't say that it is a great school. I feel that the school is unmotivated and doesn't care to challenge any of the students to strive for better grades. This school makes students drop out of high school!
—Submitted by a student


Posted August 28, 2008

My child is currently a Jr. at Branham HS. He has thus far had awesome teachers, and we have found the staff and administration to be both helpful and friendly. If the student is truly there to learn and put the effort into it then the help is there if need be. Branham has many clubs, extracurricular acitivities, and opportunities for parents to be involved. Branham is a great school, with great teachers, great curriculum, and a great student body. Like anything, the more involved and the more effort you put in the better the experience.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

799

Change from
2011 to 2012

+2

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

799

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+2

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

8 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
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2011

 
 
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2010

 
 
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2009

 
 
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English Language Arts

The state average for English Language Arts was 62% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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Math

The state average for Math was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

190 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
18%

2010

 
 
18%

2009

 
 
22%
Algebra II

The state average for Algebra II was 69% in 2012.

28 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
74%

2010

 
 
75%

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

161 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
79%

2010

 
 
92%

2009

 
 
84%
Earth Science

The state average for Earth Science was 39% in 2012.

203 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
39%

2010

 
 
57%

2009

 
 
41%
English Language Arts

The state average for English Language Arts was 57% in 2012.

368 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
63%

2010

 
 
62%

2009

 
 
65%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

19 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
0%

2010

 
 
11%

2009

 
 
5%
Geometry

The state average for Geometry was 48% in 2012.

145 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
44%

2010

 
 
62%

2009

 
 
55%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

52 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
2%

2010

 
 
0%

2009

 
 
5%
Algebra II

The state average for Algebra II was 42% in 2012.

105 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
36%

2010

 
 
42%

2009

 
 
52%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

137 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
46%

2010

 
 
47%

2009

 
 
45%
Chemistry

The state average for Chemistry was 51% in 2012.

151 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
56%

2010

 
 
56%

2009

 
 
58%
Earth Science

The state average for Earth Science was 35% in 2012.

13 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
36%

2010

 
 
26%

2009

 
 
3%
English Language Arts

The state average for English Language Arts was 50% in 2012.

328 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
56%

2010

 
 
51%

2009

 
 
51%
Geometry

The state average for Geometry was 17% in 2012.

142 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
15%

2010

 
 
13%

2009

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

18 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
94%

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

331 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
63%

2010

 
 
59%

2009

 
 
62%
World History

The state average for World History was 46% in 2012.

333 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
57%

2010

 
 
58%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

11 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Algebra II

The state average for Algebra II was 15% in 2012.

112 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
3%

2010

 
 
5%

2009

 
 
12%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

83 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
76%

2010

 
 
56%

2009

 
 
43%
Chemistry

The state average for Chemistry was 34% in 2012.

125 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
22%

2010

 
 
30%

2009

 
 
21%
Earth Science

The state average for Earth Science was 38% in 2012.

16 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
12%
English Language Arts

The state average for English Language Arts was 48% in 2012.

321 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
59%

2010

 
 
53%

2009

 
 
52%
Geometry

The state average for Geometry was 9% in 2012.

42 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
11%

2010

 
 
3%

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

104 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
48%

2010

 
 
50%

2009

 
 
31%
Physics

The state average for Physics was 56% in 2012.

37 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
52%

2010

 
 
65%

2009

 
 
66%
U.S. History

The state average for U.S. History was 48% in 2012.

324 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
63%

2010

 
 
55%

2009

 
 
62%
World History

The state average for World History was 18% in 2012.

21 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

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

English Language Arts

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

Math

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

About the tests


In 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

Algebra I

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

English Language Arts

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

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

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

Science

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

About the tests


In 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

Algebra I

All Students27%
Females30%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged13%
Non-economically disadvantaged27%
Students with disability14%
Students with no reported disability27%
English learner0%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)32%
Parent education - college graduate24%
Parent education - graduate school/post graduate47%
Parent education - declined to state26%

Algebra II

All Students85%
Femalesn/a
Males84%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)77%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Biology/Life Sciences

All Students91%
Females89%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)97%
Parent education - college graduate92%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Earth Science

All Students45%
Females41%
Males51%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged40%
Non-economically disadvantaged46%
Students with disability27%
Students with no reported disability47%
English learner7%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)42%
Parent education - college graduate50%
Parent education - graduate school/post graduate71%
Parent education - declined to state39%

English Language Arts

All Students76%
Females80%
Males71%
African American46%
Asian89%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged47%
Non-economically disadvantaged77%
Students with disability12%
Students with no reported disability79%
English learner6%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)75%
Parent education - college graduate81%
Parent education - graduate school/post graduate93%
Parent education - declined to state58%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Femalesn/a
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged6%
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students56%
Females55%
Males60%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantagedn/a
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)40%
Parent education - college graduate57%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 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

Algebra I

All Students8%
Females9%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantagedn/a
Non-economically disadvantaged10%
Students with disability7%
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students28%
Females26%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)33%
Economically disadvantagedn/a
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)32%
Parent education - college graduate30%
Parent education - graduate school/post graduate31%
Parent education - declined to staten/a

Biology/Life Sciences

All Students45%
Females44%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged32%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability46%
English learner23%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)43%
Parent education - college graduate53%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Chemistry

All Students46%
Females35%
Males59%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantagedn/a
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)19%
Parent education - college graduate53%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Earth Science

All Students15%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students59%
Females65%
Males53%
African American47%
Asian95%
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged27%
Non-economically disadvantaged62%
Students with disability7%
Students with no reported disability64%
English learner6%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate24%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)47%
Parent education - college graduate80%
Parent education - graduate school/post graduate82%
Parent education - declined to state38%

Geometry

All Students20%
Females18%
Males21%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged18%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)9%
Parent education - college graduate32%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

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

All Students89%
Femalesn/a
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females69%
Males64%
African American65%
Asian90%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged40%
Non-economically disadvantaged69%
Students with disability9%
Students with no reported disability72%
English learner29%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate38%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)59%
Parent education - college graduate82%
Parent education - graduate school/post graduate85%
Parent education - declined to state59%

World History

All Students54%
Females44%
Males64%
African American41%
Asian80%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged32%
Non-economically disadvantaged57%
Students with disability17%
Students with no reported disability59%
English learner24%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate30%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)42%
Parent education - college graduate67%
Parent education - graduate school/post graduate77%
Parent education - declined to state41%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students9%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students5%
Females4%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged14%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate16%
Parent education - some college (includes AA degree)0%
Parent education - college graduate9%
Parent education - graduate school/post graduate0%
Parent education - declined to staten/a

Biology/Life Sciences

All Students76%
Females84%
Males67%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged54%
Non-economically disadvantaged80%
Students with disability17%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate77%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Chemistry

All Students24%
Females10%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantaged21%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate14%
Parent education - some college (includes AA degree)23%
Parent education - college graduate29%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Earth Science

All Students25%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students58%
Females62%
Males55%
African American33%
Asian72%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged45%
Non-economically disadvantaged62%
Students with disability14%
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)52%
Parent education - college graduate67%
Parent education - graduate school/post graduate82%
Parent education - declined to state29%

Geometry

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)0%
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students50%
Females43%
Males57%
African Americann/a
Asian65%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged38%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)34%
Parent education - college graduate46%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Physics

All Students46%
Females44%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)48%
Economically disadvantagedn/a
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students58%
Females54%
Males63%
African American50%
Asian62%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged48%
Non-economically disadvantaged61%
Students with disability31%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)50%
Parent education - college graduate69%
Parent education - graduate school/post graduate87%
Parent education - declined to state38%

World History

All Students40%
Females38%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

339 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
93%

2010

 
 
87%

2009

 
 
87%
Math

The state average for Math was 84% in 2012.

338 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
91%

2010

 
 
88%

2009

 
 
88%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students93%
Females96%
Males90%
African American83%
Asian100%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state97%
Economically disadvantaged88%
Non-economically disadvantaged95%
Economic Status Unknown67%
Students with disability65%
Tested with modificationsn/a
English learner76%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students87%
Females88%
Males86%
African American83%
Asian95%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to state94%
Economically disadvantaged82%
Non-economically disadvantaged90%
Economic Status Unknown59%
Students with disability38%
Tested with modificationsn/a
English learner53%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 51% 28%
Hispanic or Latino 20% 49%
Multiple or No Response 17% 3%
Asian 7% 8%
African American 3% 7%
American Indian or Alaska Native 1% 1%
Filipino 1% 3%
Pacific Islander 1% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 12%N/A24%
Students eligible for free or reduced-price lunch program 23%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 67% 85%
Farsi (Persian) 13% 0%
All other non-English languages 7% 1%
Assyrian 7% 0%
Vietnamese 7% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 27N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 6N/A11
Average years teaching 9N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 5%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1570 Branham Lane
San Jose, CA 95118
Website: Click here
Phone: (408) 626-3407

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