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GreatSchools Rating

KIPP King Collegiate High School

Charter | 9-12 | 451 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 3 ratings
2011:
Based on 3 ratings

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26 reviews of this school


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Posted July 1, 2012

At first I hated this school, but now I love it. The classes have an average of around 20 students, where the teachers care about us. At first the long hours at Summit, then King was the one thing I could not stand. As time went by I stayed longer after school just because I wanted to.This school year our teacher was out for early maternity leave, yet the school was able to find a teacher on such short notice. King of course has its flaws considering it has only been around for 5 school years. You can not expect a newly started school to have all the AP courses and all the sports available to students. As for the subpar english(the parent who posted, please see rule one of the posting guidelines), some of the students may be english learners or first generation students, may find that offensive. Our school, is a school were we accept students who have trouble classes, and help them be up to grade level. As a student I love helping out struggling students and often ask for help as well. Although their goal is to get is to college, I personally find that along the way they are help us make our dreams come true.
—Submitted by a student


Posted June 17, 2012

I actually happened upon these reviews when I was googling King's phone number and I must say that I strongly disagree with some of the negative reviews here. To the parent who said that King and Summit are a nuisance to the community because they cause traffic congestion, the fact that most students do not seem to be from the San Leandro/San Lorenzo area shows how popular King and Summit are. Parents are taking their time and gas money (expensive gas prices these days) to drive their kids from far away places just to go to King and Summit. One of my former classmate's parents used to drive her to King all the way from Tracy every single day for two and a half years.This also shows how King and Summit do not require students to be from the SLZ district to attend or give priority to those from the district. Everyone has a fair chance to get in. As for long hours, almost every student complains about this aspect of KIPP schools at some point; it is what makes these schools KIPP schools. Also, to the parent who commented on sub-par English, you may have forgotten that KIPP schools have many English Language Learners and that a majority do not have English as their first language.
—Submitted by a student


Posted January 3, 2012

I just wanted to add my two cents of what I have observed at this school. My husband and I service the Healthy Gourmet Vending Machines there (just one example of the perks that this school has that many don't...even though they re not private). Anyway, there are plenty of times we are there filling our machines when there is a class going on and we are always impressed at how unique and creative the instructors are. They seem to really care and engage with their students. We find ourselves engrossed and interested at what the students and the teacher are doing and discussing all the time. And for a public school, they seem to have a lot of athletic activities, fun social clubs and music. These kinds of activities will keep a young person engaged in their school and will help to give them a well-rounded education. I have no knowledge of the actual curriculum, but I see teachers who are smart and thoughtful, and students who are the same. When my child is old enough, I would certainly consider this school.


Posted September 16, 2011

One review was not sufficient for me to say everything I wanted to say. Most of my teachers were great (not sure about the newer teachers, they're all incredibly young!), save for a few sequences of drama and teachers that didn't make eye contact (and gave tons of busy-work). If you want to help your kid develop that burning desire to read everything you give them and learn as much as they can, KKC will help with that. The teachers are probably some of the best teachers in the world, better than my college professors (and my professors are much more lenient!). They actually care about the students and push them to work harder and think for themselves, not become the robots that will eventually fail when thrown into the college tank. For the parents who really want to play the "keeping up with the Jones" game and say "oh, my kid goes to Harvard/Yale", GOOD LUCK LOL! The only gripes I have are that it's hard to be committed to outside opportunities or even find any. College nowadays don't just want transcripts full of As, but students that are able to be leaders and be newspaper editors and start organizations, etc. It was a bit hard for me to do that at KKC, but not impossible.
—Submitted by a student


Posted June 9, 2011

I cannot believe some of the posts about how the parents do not want their children to go to the school because it is boring and too many hours or that the teachers are not teaching anything. REALLY? I would expect to hear that from a student, however it came from a parent. It sounds like the problem is not the school, but maybe a lack of support from parents. At any school you will find a few teachers who need support, but at KIPP King the focus is on helping to support teachers. No school is perfect;but at least at King teachers are working late into the night and on weekends to make sure students are provided the best their teachers can offer. It is my hope that the students realize they are actually lucky to be receiving a free education where the mission is to actually prepare each student for college. There are countless High Schools in urban areas all over California where teachers, administrators, and students are underperforming and King is NOT one of those schools. King still has a long way to go to make sure students are very prepared for college, but students, parents, teachers, and administration are doing the best that they can each and every day.
—Submitted by a parent


Posted March 19, 2011

this school hire new teachers and they can not teach very well. the principal does not listen to other parents opinions and ideas. one of my daughter is in AP Biology and she does not have a teacher for her to teach her anything.
—Submitted by a parent


Posted October 8, 2010

As a student I also have a serious problem with inflating grades. All it does is make us think we're prepared for something we're not. On top of that it seems like some of the teachers who have rigouous courses are pushed out of the school in place for ones who DO a lot but don't TEACH much. I work extremely hard for my grades and don't appreciate it when I see someone else who does nothing or just cheat (becaue lots of the so-called smart kids at King cheat like crazy) and get the same grades as me. The fact that another student would defend grade inflation is not only sad but helps explain why most of even this year's seniors with the highest grades aren't necessarily scoring very well on high stakes exams like the SATs.
—Submitted by a student


Posted September 30, 2010

All the parents crying over how "horrible" KIPP King is need to get a grip on reality. A parent heard about "boring and long hour studies", what more could you want for your children? Studying is part of learning. You don't have to whine because your kids will get bored at school. Another parent "watched the school transform from an upstart institution to just another high school only interested in mass production of students." Does this parent sit in during classes? Surely not. I know for a fact that teachers absolutely DO care about our education. EVERY school has some form of grade inflation to support students who have trouble learning; pointing out such an obvious concept is simply brash and foolish. Sub-par English? These reviews make me laugh. The parents who live around KIPP King just love to complain and cry over every little thing.
—Submitted by a student


Posted August 16, 2010

Principals never care of nearby community. They blocked the bridge between San Leandro and San Lorenzo without consent of families living by. They rarely replied parent's email regarding to kid's enrollment and concern. Our kids refused to get in this school because they heard about boring and long hour studies in this school even they got admission.
—Submitted by a parent


Posted April 1, 2010

I don't see how the high school can be rated in terms of college admissions when they haven't graduated a senior class yet. There are no inter-league team sports. The quality of english class performance is sub-par as exemplified by the poor grammar of some students' posts on this site. San Lorenzo kids are not given priority admissions to the high school. The principal has been unresponsive to the concerns of the neighborhood. He does not pick up his personal cell phone nor respond to e-mail. KIPP King and KIPP Summitt are a burden to the neighborhood. They are proposing expansions when they should limit their enrollment and improve their existing facilities for the students they do have. Most students do not appear to come from this area, creating traffic congestion and an overall nuisance to this community.
—Submitted by a parent


Posted October 21, 2009

The staff are so cool and model educators. The cultural diversity is the plus here at this prep for college bound students establishment. And the campus is located in a great area and safe environment.
—Submitted by a parent


Posted October 20, 2009

Fantastic learning institution and the children thrive there!


Posted October 18, 2009

I love Kipp King because it offers more than its already excellent education.
—Submitted by a parent


Posted October 18, 2009

I love my high scholl because we connect as a family away from your family. everyone gets along most of the time. and everyone supports everyone during their time(s) of need. all in all we are the best scholl yet
—Submitted by a parent


Posted October 18, 2009

Well i love kipp because the teachers main goal is to get us to a great college.And the teacchers give us so many options to that we can never say we dont understand something. They provide there personal and school phone numbers.Are school would be even better if we got this money so we can have real buildings.
—Submitted by a student


Posted October 18, 2009

I love KIPP King High School because what we do there is so much different from any other public school. What we do is is actually learn and have fun with it. The teachers are awesome and are always willing to help. The principal is the best i've had yet. Although he is strict, he likes to have fun and knows that we want to have fun. Although we all have to work hard to get good grades in this school, i know it will be worth it. I know that from going to this school, i will be able to be one of the few that will be able to make a change in the world.
—Submitted by a parent


Posted October 18, 2009

This high school isn't one of the regular high schools or charter school, KIPP King Collegiate High School is a place with both bonding and learning happens in 'one motion.' Although it is a new high school don't think we are not a good school, we are. For example the KIPP middle school next door which was opened by the principal at KIPP King received the award of having the CAT 6 highest test result. This just shows the potential KKC has. KIPP King Collegiate High School, is a school worth every penny given to them. It has an extraordinary teaching, learning, and social environment!
—Submitted by a parent


Posted October 17, 2009

Very positive learning environment. Teachers are very responsible and helpful. My son is a freshman this year and he already very much enjoy the learning in KIPP King.
—Submitted by a parent


Posted October 17, 2009

excellent school. teachers care about the student's future
—Submitted by a parent


Posted October 17, 2009

There are alot of good teachers and they are nice and very productive. Also there are some really hot girls!
—Submitted by a 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.

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 2013.

This school's
API score

833

Change from
2012 to 2013

0

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 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 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 met all student subgroup API targets for 2013

This school's
API score

833

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
2012 to 2013

0

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. 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
(2012)

9 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
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 2013.

40 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
33%

2011

 
 
17%

2010

 
 
16%
Algebra II

The state average for Algebra II was 65% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

122 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
51%

2010

 
 
51%
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

127 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
79%

2011

 
 
86%

2010

 
 
80%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

82 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
43%

2011

 
 
49%

2010

 
 
30%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

The state average for Algebra II was 39% in 2013.

81 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
36%

2011

 
 
24%

2010

 
 
46%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

18 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
54%

2011

 
 
8%

2010

 
 
n/a
Chemistry

The state average for Chemistry was 46% in 2013.

104 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
59%

2011

 
 
16%

2010

 
 
32%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

125 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
70%

2011

 
 
62%

2010

 
 
54%
Geometry

The state average for Geometry was 15% in 2013.

39 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
20%

2011

 
 
5%

2010

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

124 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
72%

2011

 
 
57%

2010

 
 
0%
World History

The state average for World History was 46% in 2013.

124 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
68%

2011

 
 
60%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2013.

28 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
3%

2011

 
 
0%

2010

 
 
8%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

22 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
17%

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

98 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
58%

2011

 
 
66%

2010

 
 
76%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

61 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
25%

2011

 
 
48%

2010

 
 
51%
Physics

The state average for Physics was 58% in 2013.

78 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
53%

2011

 
 
56%

2010

 
 
60%
U.S. History

The state average for U.S. History was 50% in 2013.

99 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
67%

2011

 
 
72%

2010

 
 
62%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students10%
Females6%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability10%
English learner7%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

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
Not 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

Biology/Life Sciences

All Students86%
Females81%
Males91%
African American80%
Asian97%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged84%
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability89%
English learner76%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate81%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)88%
Parent education - college graduate88%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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 Students82%
Females78%
Males86%
African American85%
Asian92%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability82%
English learner61%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate89%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)80%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students35%
Females35%
Males33%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability35%
English learner17%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

Physics

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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Not 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 2012-2013 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.

Source: California Department of Education

Algebra I

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

Algebra II

All Students23%
Females13%
Males33%
African American0%
Asian54%
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Not economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability22%
English learner25%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)16%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students39%
Females42%
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 disadvantaged31%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
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

Chemistry

All Students55%
Females46%
Males67%
African American46%
Asian82%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability56%
English learner40%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)43%
Parent education - college graduate79%
Parent education - graduate school/post graduate46%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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 Students64%
Females65%
Males62%
African American70%
Asian72%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability65%
English learner25%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)72%
Parent education - college graduate85%
Parent education - graduate school/post graduate54%
Parent education - declined to state40%

Geometry

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All 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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students66%
Females60%
Males76%
African American70%
Asian81%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability68%
English learner42%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)67%
Parent education - college graduate90%
Parent education - graduate school/post graduate62%
Parent education - declined to state47%

World History

All Students59%
Females49%
Males73%
African American47%
Asian84%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability61%
English learner43%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate35%
Parent education - high school graduate71%
Parent education - some college (includes AA degree)53%
Parent education - college graduate90%
Parent education - graduate school/post graduate54%
Parent education - declined to state43%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

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

Algebra II

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

Biology/Life Sciences

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
Not 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

Chemistry

All Students23%
Females19%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only29%
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

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
Not 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 Students69%
Females74%
Males62%
African American50%
Asian76%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
English learner42%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate74%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)67%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Not 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

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

All Students53%
Females47%
Males59%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students80%
Females85%
Males77%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged79%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate88%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)71%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students74%
Females73%
Males77%
African American71%
Asian85%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability77%
English learner50%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate72%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)76%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Not 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 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

125 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
94%

2010

 
 
96%
Math

The state average for Math was 84% in 2013.

125 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
92%

2011

 
 
91%

2010

 
 
95%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students93%
Females92%
Males94%
Gender Unknownn/a
African American90%
Asian94%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged92%
Not economically disadvantaged94%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner79%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students90%
Females88%
Males94%
Gender Unknownn/a
African American90%
Asian100%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged89%
Not economically disadvantaged94%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner79%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 48%
Asian 24%
Black 18%
White 5%
Two or more races 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 71%N/AN/A
English language learners 18%N/AN/A
Source: CA Dept. of Education, 2013-2014

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School basics

School Leader's name
  • Kate Belden
Fax number
  • (510) 317-2333

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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2005 Via Barrett
San Lorenzo, CA 94580
Website: Click here
Phone: (510) 317-2330

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