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GreatSchools Rating

Mt. Pleasant High School

Public | 9-12 | 1840 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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21 reviews of this school


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Posted August 30, 2012

Mt. Pleasant High School is a great school regardless of what others say. If you think it isn't a good school...you or your son/daughter probably don't follow the rules or don't go to school for the purposes schools are. Thanks to this school and the great help I received, I got accepted to 9 out of the 10 universities I applied to including USC, SCU, UCLA, UCB, UCI, SJSU, SFSU, Sac State, SDSU. Go Cardinals!!!!!


Posted December 14, 2011

I have a concern about gangs in Mt. Pleasant. Every morning, when I drop off my son, I've been seeing kids dressed in gang-related shirts and at the same time smoking in the corner of the back gate. Will it be possible if someone can do something about it? If you don't fix this, it will be a bad reputation for the school and more students will get inlvoled. Thanks.
—Submitted by a parent


Posted January 20, 2011

My son is a student at MP and is happy here. He has some terrific teachers who push him to reach his full potential. The staff is serious about cracking down on rule breakers and the enviroment is a friendly and safe one. We have attended many sports events at the school and are always impressed to see that it is a family enviorment. The rumors of gangs, fights and pregnant girls are just silly.
—Submitted by a parent


Posted May 21, 2010

Mt. Pleasant's API score is 693. That is incredibly low. The student pregnancy rate is higher than the API scores! That's why everyone calls it Mt. PREGNANT!!!!!!
—Submitted by a parent


Posted March 6, 2010

This school is really nice! Everyone is friendly to each other. I just love this school, some people just slack off work that's why the test scores are so poor.
—Submitted by a student


Posted December 2, 2008

I have one daughter who recently graduated and one whose a senior and about to. They both have benefitted from attending MP. My older daughter is attending UC berkeley and younger on her way to UC Davis. As you can see, this school more than prepared my girls and I fully recommend this school. The environment is diverse and prepares the student for the world around them. Yes, there is bad and good, but so is live. Direction and support from the family is what makes the difference. If you are taking time to research this, then you know what I'm talking about. Good luck!
—Submitted by a parent


Posted October 29, 2008

MP is a great school! The teachers there definitely prepare their students for college.There is A LOT of opportunity for involvment whether it be a cultural club, sports, school government, etc. Which s somethig MP can offer that many schools cannot. Unfortunately MP can have a bad reputation, but what needs to be understood by all is that every school has its 'bad' kids who hook up into the wrong crowd, and often times it has nothing to do with MP, but the STUDENT'S decisions. The staff strives to prepare you for the next step after high school which is what a high school should do! The school is small, but it has a family atmosphere because everybody knows everybody! The only downfall is the certain staff members, coaches included, are not always willing to make that extra step and they should! Overall I would suggest MP to anyone and everyone!


Posted October 6, 2008

The best school i think i could have ever went to the teacjers and staff make us all feel like family and help everyone that needs it
—Submitted by a student


Posted December 2, 2007

The campus may not be as pleasant as it could be but the teacher are great!
—Submitted by a student


Posted August 8, 2007

The school has greatly improved. The paint has been refinished and we got new lockers last school year. The bleachers by the football field are new too. The students are nice and most aren't quick to judge. The teachers are really great and have a passion for what they do. Most of my friends that graduated this year(2007) went to UC's like Berkeley, Santa Barbara, Riverside, Santa Cruz, and other UC's. Almost every student goes on to continue their education in college. The school also has a lot of fun activities like the annual Cardinal Holiday, the homecoming rally's, Bonfire, and other fun events.
—Submitted by a student


Posted April 13, 2005

The school is diverse with good teachers. Communication paths between teachers and parents could use improvment. I've got a troublesome teen that has discovered drugs and gang activity at the school, and will either be tardy or at times will cut class. The dicipline seems lax until brought to the schools attention, and then they get involved. I attended Mt. Pleasant in 1969 and it was a great school. From a 1 to 10 (ten being the best)I would give it a 3 based on my sons current situation with the kids he is hanging out with. The Principal is excellent and strives to work out problems, however my son has become lost in their system. We will consider a private school next.
—Submitted by a parent


Posted April 11, 2005

After 4 years of experience at Mt. Pleasant, I find it impossible to come up with even one generally positive comment. There are the obvious issues of funding for materials and building structures that cannot be solved by individual schools. However, there are so many issues that are within the easy reach of each school to control. I have been denied assistance from the counselor assigned to my child with comments like 'he is old enough and should come in himself'. The office staff, with the exception of one or two people, is rude and not helpful to students and visiting parents. There is no consistency from class to class or grade to grade to provide logical transitions. There is no atmosphere of 'working together'. I feel that any success is in spite of the school rather than because of it.
—Submitted by a parent


Posted December 11, 2004

A great school with such great teachers. The atmosphere is okay.
—Submitted by a student


Posted June 18, 2004

Mt. Pleasant is a school that possesses a variety of qualities. Although there is a lack of academic opportunities and school spirit as a whole, the school does offer leadership roles along with extracurricular activities. They have student government (Class officers, Supreme Court Judges, Club officers, representatives, etc) but the only problem is that students are not energized or hyped to indulge themselves into activities. One fault is due to the school system since the events and 'spirit' in usually instilled and encouraged in few students and a clique forms. On the course view, AP classes are available: English Lang & Lit (2 classes), Spanish, US Government, etc. Staff and students alike do make an attempt to make the best out of their school, but their attempts are not quite fulfilling. Perhaps the best feature is the diversity and security. No racial tension dominates and there's police security everyday on campus.
—Submitted by a former student


Posted May 24, 2004

MPHS is more than just a place where you can earn an education--its a place where friendships flourish, citizenship is rewarded and a place where you can find out the kind of person you are, or want to become. This school does have its faults, but doesn't each and every school? I am a recent graduate, and the things that I learned from MP, you can't teach in a classroom. MP taught me very important life lessons and the importance of being a member of the community. I am still friends with those that I made there, and also hold much respect for the teachers I had there.
—Submitted by SDSU Student, a former student


Posted May 22, 2004

I am currently a student teacher at Mt. Pleasant. From my experience, the staff is amazing and helpful. Teachers take their job very seriously as teachers, mentors and leaders. Students are either busting with spirit or extremely apathetic, but it is their choice. Many students go on the Ivy League schools. Many students also go on to join UC, CSU and community college campuses with ease. MP will prepare your child for their future and that is what education should be about: the future.
—Submitted by a teacher


Posted May 4, 2004

As a parent of five that have all attended MP I believe a school is only as great as the students that attend, the parents that are involved, the teachers that teach, the coaches that coach, the community and the administration that supports it. It is a joint effort to make something stand out from all of the others. I will say that MP is a diverse campus that has alot of heart. As far as excellent teachers not all but the majority are just that - as in any profession. Parents at MP have a choice of involvement from being a volunteer, to joining the Booster club, school site council and many more opportunities. We have 36 clubs on campus for students. Are we perfect? - no not for everyone. Will a student be safe on campus? - yes. Will your student get an education? - yes.
—Submitted by Debbie Ramirez, a parent


Posted March 31, 2004

This school isn't the greatest. It doesn't have enough books for all of the students. The teacher had to photocopy the pages out of the book. And you couldn't make out a lot of the words. I just don't think east side has enough money for good teachers and school supplies.
—Submitted by a parent


Posted January 24, 2004

I graduated from MP in 2002, and I am now at a four-year university. An education cannot be handed to you--you must earn it. Take into consideration how diverse the campus is, the number of ESL students, and the number of disadvantaged students there are. The extracurricular activities there are excellent, with many programs (social/educational/athletic) to accomodate the most random of students! MP definitely has their school spirit, with rallies, games, and *fantastics*. The school is small, but comfortable, where everyone knows everyone. It was a lot of fun, and makes for a well-rounded student, as you learn from all types of cultures, societies, and clubs. The teachers are wonderful, with a couple exceptions. Many of them like to form friendships with students/almost becoming mentors, and provide for an awesome learning experience.
—Submitted by a former student


Posted November 21, 2003

My son is a junior. Everyone he encounters during his day at MPHS is there to support him: administration, teachers, coaches, and support staff. With only a few exceptions in his three years, his teachers have been excellent. For those exceptions, the administration has provided wonderful academic and moral support. Thank you, MPHS!
—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

716

Change from
2011 to 2012

+8

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

5 / 10


API Growth scores over time

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

716

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

+8

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)

3 / 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)

5 / 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 25% in 2012.

150 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
18%

2010

 
 
10%

2009

 
 
11%
Algebra II

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

31 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
64%

2010

 
 
74%

2009

 
 
24%
Biology/Life Sciences

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

215 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
59%

2010

 
 
68%

2009

 
 
69%
Earth Science

The state average for Earth Science was 39% 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 57% in 2012.

384 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
50%

2010

 
 
43%

2009

 
 
47%
General Mathematics (Grades 6 & 7 Standards)

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

33 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

185 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
37%

2010

 
 
38%

2009

 
 
19%
Integrated/Coordinated Science 1

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

108 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
11%

2010

 
 
17%

2009

 
 
20%
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.

73 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
3%

2010

 
 
2%

2009

 
 
1%
Algebra II

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

159 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
28%

2010

 
 
28%

2009

 
 
9%
Biology/Life Sciences

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

221 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
30%

2010

 
 
28%

2009

 
 
23%
Chemistry

The state average for Chemistry was 51% in 2012.

157 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
42%

2010

 
 
41%

2009

 
 
56%
Earth Science

The state average for Earth Science was 35% 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 50% in 2012.

389 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
37%

2010

 
 
41%

2009

 
 
36%
Geometry

The state average for Geometry was 17% in 2012.

122 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
11%

2010

 
 
15%

2009

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

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

35 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
71%

2010

 
 
79%

2009

 
 
23%
Science

The state average for Science was 53% in 2012.

376 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
47%

2010

 
 
39%

2009

 
 
33%
World History

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

400 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
33%

2010

 
 
32%

2009

 
 
26%
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.

31 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
6%

2010

 
 
4%

2009

 
 
2%
Algebra II

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

117 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
4%

2010

 
 
16%

2009

 
 
2%
Biology/Life Sciences

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

75 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
27%

2010

 
 
24%

2009

 
 
30%
Chemistry

The state average for Chemistry was 34% in 2012.

156 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
22%

2010

 
 
9%

2009

 
 
21%
Earth Science

The state average for Earth Science was 38% 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 48% in 2012.

348 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
43%

2010

 
 
31%

2009

 
 
43%
Geometry

The state average for Geometry was 9% in 2012.

79 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
5%

2010

 
 
6%

2009

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

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

110 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
50%

2010

 
 
41%

2009

 
 
30%
Physics

The state average for Physics was 56% in 2012.

28 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
81%

2010

 
 
73%

2009

 
 
82%
U.S. History

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

345 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
37%

2010

 
 
24%

2009

 
 
34%
World History

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

14 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
14%

2010

 
 
12%

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 Students8%
Females8%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantaged10%
Students with disability7%
Students with no reported disability8%
English learner9%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

Algebra II

All Students61%
Females67%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate62%
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

Biology/Life Sciences

All Students50%
Females46%
Males53%
African Americann/a
Asian64%
Filipino47%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability50%
English learner16%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate49%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%

Earth Science

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

English Language Arts

All Students46%
Females51%
Males43%
African Americann/a
Asian60%
Filipino71%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged44%
Non-economically disadvantaged55%
Students with disability5%
Students with no reported disability51%
English learner17%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate42%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)52%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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 Students24%
Females22%
Males26%
African Americann/a
Asian31%
Filipino31%
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability23%
English learner12%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented41%
Parent education - not a high school graduate24%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)37%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Integrated/Coordinated Science 1

All Students3%
Females4%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged1%
Non-economically disadvantaged9%
Students with disability0%
Students with no reported disability3%
English learner2%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

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 Students7%
Females7%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability9%
English learner8%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students30%
Females27%
Males34%
African Americann/a
Asian38%
Filipino50%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)27%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students20%
Females20%
Males19%
African Americann/a
Asian42%
Filipino20%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged30%
Students with disability3%
Students with no reported disability23%
English learner2%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)36%
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Chemistry

All Students34%
Females29%
Males38%
African Americann/a
Asian43%
Filipino24%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged30%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)38%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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 Students46%
Females48%
Males44%
African Americann/a
Asian63%
Filipino65%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged40%
Non-economically disadvantaged59%
Students with disability4%
Students with no reported disability48%
English learner4%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)54%
Parent education - college graduate75%
Parent education - graduate school/post graduate56%
Parent education - declined to state40%

Geometry

All Students6%
Females5%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability6%
English learner5%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate7%
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 Students74%
Females63%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged79%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
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 Students45%
Females42%
Males48%
African Americann/a
Asian61%
Filipino60%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged40%
Non-economically disadvantaged56%
Students with disability9%
Students with no reported disability47%
English learner6%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)50%
Parent education - college graduate70%
Parent education - graduate school/post graduate63%
Parent education - declined to state40%

World History

All Students40%
Females30%
Males49%
African Americann/a
Asian63%
Filipino49%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged36%
Non-economically disadvantaged48%
Students with disability2%
Students with no reported disability44%
English learner10%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)44%
Parent education - college graduate62%
Parent education - graduate school/post graduate56%
Parent education - declined to state24%
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 Students13%
Females20%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged18%
Students with disability0%
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only18%
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 Students10%
Females6%
Males13%
African Americann/a
Asian12%
Filipino18%
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)9%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students30%
Females18%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students23%
Females16%
Males30%
African Americann/a
Asian29%
Filipino33%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged28%
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 graduate18%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)18%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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 Students38%
Females37%
Males39%
African American31%
Asian59%
Filipino67%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged33%
Non-economically disadvantaged50%
Students with disability7%
Students with no reported disability43%
English learner0%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)42%
Parent education - college graduate61%
Parent education - graduate school/post graduate58%
Parent education - declined to state18%

Geometry

All Students4%
Females5%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students55%
Females62%
Males47%
African Americann/a
Asian83%
Filipino45%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate60%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)68%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students85%
Females78%
Malesn/a
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantagedn/a
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 graduaten/a
Parent education - declined to staten/a

U.S. History

All Students34%
Females27%
Males42%
African American21%
Asian62%
Filipino41%
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged33%
Non-economically disadvantaged37%
Students with disability2%
Students with no reported disability39%
English learner7%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)36%
Parent education - college graduate47%
Parent education - graduate school/post graduate38%
Parent education - declined to state23%

World History

All Students0%
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 - 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.

414 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
73%

2010

 
 
77%

2009

 
 
79%
Math

The state average for Math was 84% in 2012.

400 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
80%

2010

 
 
76%

2009

 
 
80%
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 Students81%
Females85%
Males76%
African Americann/a
Asian95%
Filipino79%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged80%
Non-economically disadvantaged84%
Economic Status Unknownn/a
Students with disability35%
Tested with modificationsn/a
English learner32%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females85%
Males81%
African Americann/a
Asian98%
Filipino82%
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to staten/a
Economically disadvantaged81%
Non-economically disadvantaged86%
Economic Status Unknownn/a
Students with disability30%
Tested with modifications0%
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
Hispanic or Latino 68% 49%
Filipino 11% 3%
Asian 10% 8%
White 6% 28%
African American 4% 7%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 117%N/A24%
Students eligible for free or reduced-price lunch program 230%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 82% 85%
Vietnamese 9% 2%
Filipino (Pilipino or Tagalog) 4% 1%
Ilocano 1% 0%
Punjabi 1% 1%
Cantonese 0% 2%
Hindi 0% 0%
Khmer (Cambodian) 0% 0%
Lao 0% 0%
Mandarin (Putonghua) 0% 1%
Mien (Yao) 0% 0%
Polish 0% 0%
Samoan 0% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 28N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 89%N/A96%
Emergency credential or waiver 5%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1750 South White Rd.
San Jose, CA 95127
Website: Click here
Phone: (408) 937-2800

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