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Teacher quality
Principal leadership
Parent involvement
Lincoln is absolutely amazing! The performing arts are spectacular, and the school also has an excellent academic program. I love this school so much, and I couldn't imagine being anywhere else.
—Submitted by a student
I'm a Junior Here At Lincoln , It's a Great! School I loved Being Here Since My Freshman Year.The Year's I've Spent At Lincoln Made My Academics Soar The Teachers Are Amazing .They make me feel comfortable in the School Environment its safe Secure but i hate it that they have police there to make it feel like its a bad school it's not. Though I'm surprised by the increased number of New Students Attending ,there is the concern that 'This Is A Performing Arts School'And A Special One Of That that has Students with soaring talents.The Motto Is Do Right !.I'm Showing That here, accomplishing the commitment of my school showing this Review that hope makes you think Twice .It Has Things That some other schools don't have, A friendly community .Everybody Is Equal In every Way and in every way No matter of Ethnicity or Sexual Orientation .
—Submitted by a student
My daughter has started her freshman year at Linclon and the Teachers and staff are wonderful. Her classes a very challenging but she's making imporvment. I'll update my information in a couple of months. Go Lions!
—Submitted by a parent
lincoln H.S is an awesome school. teachers and staff are very great and cool. they also have a lot interesting act, concert, dance, arts , etc. come and check out our Lincoln high school ,i am sure you'll come back again.
oh my god..lincoln high school!best school ever..I LOVE IT(: it's enviorment,visual performing arts,and educational programs.. ive been attending this school for two years already and i love it.. everybody there is friendly & everybody fits in=] P.S.CLASS OF '11 BABY!
—Submitted by a student
At a lot of high schools, you may have kids hanging out with only one group of friends, their cliche, or you might hear often, 'You can't do that' or other discouraging things, or unsupportive teachers, but at Lincoln High School you don't find any of that. The reason I love lincoln so much is because of it's free environment, the encouraging atmosphere, and the performing arts. All the staff are approachable, and every student is super friendly. Also, this school puts on the most amazing shows ever, literally, the kids here are so very talented and take advantage of the resources they are given. I think any kid who has a love for the performing arts needs to come to this high school :)
—Submitted by a student
Our daughter will be starting her sophomore year this fall. She absolutely LOVED her Freshman year at LHS! She felt very comfortable and safe. To be able to have exposure to all kinds of Arts is amazing! Lincoln is an awesome school!
—Submitted by a parent
Awesome school .It is an open school that accepts everyone.Anyone fits in from the dressed up in a vest and ironed pants to people who love to wear neon .At lincoln people can be who they are without shame or without being an outsider.
—Submitted by a parent
Lincoln offers far more than any other private high school offers. Everybody is super active and there is a diverse population too. Students are very sesative and responsible, and it is a comfortable environment to be in, especially when you spend most of the day there!
—Submitted by a student
Lincoln is such a great school. The principal, Chris Funk, is extremely active. He attends golf tournaments, mock trial competitions, water polo games, music concerts, drama plays and a plethora of other productions Lincoln puts on. Everyone immediately gets involved when they first come to this school. Being a magnet school for the arts, many kids interact quicker and proudly show off their skills in the classroom and on the court. There are a variety of clubs on campus where teachers and students are allowed to show their creativity, indivualism, and personality. I don't know anyone that hasn't had fun while going to Abraham Lincoln. They have more accelerated/ap/honors classes than other schools in the district. Lincoln has many awards given to them because of their strive to do community service and help students. Parents are extremely involved and you can tell students care about their 'job'.
—Submitted by a student
Incredible school! Awesome principal - friend to all but lays down the law and has high expectations of faculty, staff, students and parents. Magnet school for the arts - highly supported by all and independent financial backing as well from the state.
—Submitted by a parent
I can't say enough great things about Lincoln HS! My daughter graduated & went onto be accepted into the Honors program at UCLA. She is graduating this spring Summa Cum Laude as an English/Political Science Major. She has been active in music in LA and hopes to work for a non-profit Arts organization. My son is graduating this year from Lincoln and was accepted at UCLA, Cornell, and will attend Georgia Tech where he plans to major in engineering, focusing in Nanotechnology. I think this speaks volumes about the excellant education both kids recieved at Lincoln while having the opportunity to participate in an outstanding music program and both served as attorneys on the schools great Mock Trial Team. The staff and teachers are incredible, intelligent, compassionate and dedicated!
—Submitted by Melissa Teague, a parent
I have sent three children to Lincoln. One is now a genetic engineer, the other a performance artist, and the last is a senior, excelling in sports and mathematics. Lincoln is a decent school, but the best thing about it is the acceptance. There is no racial tension. Many students are openly gay and are accepted and even protected. I believe Lincoln contributes in a positive way to the values I wish to instill in my son.
I went to Lincoln High School back in 1988-1991, and had a great experience both educationally and emotionally. I've heard horror stories about other friends' high school experiences, and I must say I had the opposite. There were no fights, no bullies, and no drama. Just lots of laughs, and memories. I'm still best friends with my girlfriend I met in ninth grade. I'd say I was fortunate to go to such a fine school.
My daughter is beginning her senior year at Lincoln High. She has had a really great time here and has developed some very close friendships. I am extremely impressed by the professionalism when it comes to the shows. This is a performing and visual arts magnet school and they strive for perfection. They also have a lot of fun doing the shows, be it the Steps (dance) Concert or the many musical and dramatic performances they produce each year.
—Submitted by a parent
I have never seen such a warm and welcoming community. This school is free from the pressures of most typical high schools. The people at this school are taught to value one another and not tease and taunt the 'different' people. I have never seen a kinder environment from teachers and students alike. All this with the best performing arts in the state of California. Its choirs have ranked best high school choir in the nation at festivals. I cannot begin to say enough good things about this school.
—Submitted by a former student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
349 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
251 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
445 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
51 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
358 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
433 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
316 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
433 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
448 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
245 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
382 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
43 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 28% |
| Females | 30% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 43% |
| Students with disability | 0% |
| Students with no reported disability | 30% |
| English learner | 14% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 44% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 34% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 25% |
| All Students | 100% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 60% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 6% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 53% |
| All Students | 16% |
| Females | 9% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 21% |
| Students with disability | 0% |
| Students with no reported disability | 18% |
| English learner | 5% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 52% |
| Females | 57% |
| Males | 46% |
| African American | 33% |
| Asian | n/a |
| Filipino | 83% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 69% |
| Students with disability | 6% |
| Students with no reported disability | 53% |
| English learner | 9% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 51% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 54% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 15% |
| Females | 5% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 22% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 70% |
| Males | 68% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 56% |
| Males | 54% |
| African American | 77% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 72% |
| Students with disability | 21% |
| Students with no reported disability | 56% |
| English learner | 14% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 45% |
| All Students | 73% |
| Females | 61% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | n/a |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 51% |
| Males | 47% |
| African American | 43% |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 1% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 44% |
| All Students | 17% |
| Females | 16% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 0% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | 12% |
| All Students | 100% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 60% |
| Males | 67% |
| African American | 64% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 15% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 58% |
| All Students | 53% |
| Females | 46% |
| Males | 59% |
| African American | 67% |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 66% |
| Students with disability | 21% |
| Students with no reported disability | 54% |
| English learner | 18% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 54% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 16% |
| Females | n/a |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | 15% |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 20% |
| Females | 23% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 0% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 47% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 6% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 52% |
| Males | 53% |
| African American | n/a |
| Asian | 45% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 17% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | 17% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 57% |
| Males | 46% |
| African American | 33% |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 68% |
| Students with disability | 8% |
| Students with no reported disability | 54% |
| English learner | 3% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 27% |
| All Students | 6% |
| Females | 5% |
| Males | 7% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 4% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 74% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 44% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 7% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 51% |
| Males | 54% |
| African American | 33% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 68% |
| Students with disability | 9% |
| Students with no reported disability | 56% |
| English learner | 14% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 38% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
461 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
461 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 82% |
| Females | 85% |
| Males | 78% |
| African American | 73% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Declined to state | 77% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | 67% |
| Students with disability | 46% |
| Tested with modifications | n/a |
| English learner | 36% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 84% |
| Females | 83% |
| Males | 84% |
| African American | 79% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | 85% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 90% |
| Economic Status Unknown | 87% |
| Students with disability | 46% |
| Tested with modifications | n/a |
| English learner | 55% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 64% | 49% | ||
| White | 22% | 28% | ||
| Asian | 6% | 8% | ||
| African American | 4% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 52% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 93% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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555 Dana Avenue
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