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GreatSchools Rating

High Tech High North County School

Charter | 9-12 | 405 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 3 ratings
2010:
Based on 2 ratings

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12 reviews of this school


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Posted May 5, 2013

I attended HTHNC for about a year and a half and the one point I would like to make the most clear is that this school advertises a VERY different image than what it is. I came to high tech out of a private school, craving more individuality. After months of researching, I decided high tech high was the place to be. Oh how I was wrong. When I got there I was extremely happy because all the work was such a breeze and the teaching of math was non existant. I was just happy to have less work, but when i left High tech I regreted it. THIS SCHOOL CUTS CORNERS. The caliber of there programs is about the intensity of a middle school course, and the students here are so caught up in the alternitive learning process that the majority of the important information is lost because teacher put more emphasis on building an art piece than learning the happenings of history or the concepts of math. When i started attending a regular public school, I was learning the same things my high tech high friends were at twice the depth in half the time. I truly amazes me as to how this school puts on a show of being a powerhouse of learning when it is so far from it. IT IN NO WAY PREPARES YOU FOR COLLEGE.
—Submitted by a student


Posted January 27, 2013

I don't even know where to start. Ninth grade teachers were excellent, they did fall short a bit in math instruction, but overall our family was happy with the school year. The tenth grade teacher team that my child is on (except the math teacher) falls short. My child scored high on Star Testing in all areas. It sure doesn't show in the grades at this level. If I had to do it all over again, my son we be at San Marcos High School. Teachers do not put assignments on PowerSchool. Students and parents live with frustration and anxiety because of this.
—Submitted by a parent


Posted March 18, 2011

HTHNC gets 4 stars for some things/Zero stars for others: This innovative high school scores high marks when it comes to curriculum and student motivation. Our experience here has been top notch with bright, young, energetic teachers, and polite, happy students who are eager to learn. Zero stars for the few teachers who disregard student safety and are too inexperienced to be teaching High School students. Top administration has issues with connecting & relating to students and parents. Hopefully, with some administration changes at the top, HTHNC will become a truly gret school someday!
—Submitted by a parent


Posted February 22, 2011

The concept and idea of this school are right on. Implementing it seems to be the challenge. There is a great amount of freedom allowed to the children which can be great for an intensly motivated child. If your child has any attention span issues or perhaps isn't overly motivated by education alone, it can be difficult. The core of what they are learning is there. The teachers are intelligent and caring. But considering the great low teacher to student ratio and cap on enrollment, the communication simply isn't there. Unless, again, you have a student who is a great self advocate and able to openly communicate daily with teachers. They use Powerschool which is nice, but the teacher's "DP" or homework guide is NEVER updated and it makes it difficult for parents to aid in the students success. I think HTHNC is still new and working out the kinks, but has the potential for greatness. The other schools have a 90-99% 4 yr college admission rate. HTH North County's percentage shows there is still much work to do. Hopefully sooner rather than later.
—Submitted by a parent


Posted January 28, 2011

UPDATE TO WARNING - PLEASE READ TO BE MORE FULLY INFORMED. Since I can't remove my post from the site, I want to retract with an update. After talking with the college advisor at HTHNC yesterday the issue regarding the missing 65 units has been resolved. You are very likely to run into this issue if your child transfers away from the HTH system, though, so be prepared. The issue is in how credits are counted. HTH uses the college system whereas most public schools use the secondary school point system. Bottom line, every 3 units of credit earned at HTH is the equivalent of 10 units at the public high school. Whew!!! Vacation is back on ;):) Thank you TA for your help.
—Submitted by a parent


Posted October 13, 2010

This is the most engaged, inspired, smart, collaborative and kind group of kids I've ever seen. The teachers and administrators are equally passionate and involved. There is nothing else like High Tech High! These students are very fortunate.
—Submitted by a parent


Posted April 19, 2010

Our daughter started at HTMNC this year, and she loves it. She often comes home from school excited about a new project that she can't wait to work on. She's learning so much without realizing that she's learning. The teachers are very enthusiastic. They expect the students to live up to high standards, and their expectations seem to be met.
—Submitted by a parent


Posted September 16, 2009

This school is amazing! The problem solving, critical thinking, project based learning, etc. is preparing my child for the world beyond the classroom halls. He is receiving instruction from top notch teachers who know how to think outside the box and out of the traditional bubble standards based testing all while cementing the learning with creative projects for core key concepts. My son loves this school and he is now receiving challenging curriculum, support, and instruction that he was not receiving in traditional public school with 43 students in a class (what a sin!). I just pray my other children are also accepted when it comes time to apply and win the computerized lottery ticket. It's like truly winning the Charlie and the Chocolate Factory ultimate golden ticket! Looking forward to 5 years of a top notch education!
—Submitted by a parent


Posted August 18, 2009

An unbelievable environment for smart kids who are under challenged in traditional high school environments. My son loved his 9th grade year and is really looking forward to 10th grade in the new building. As a single mom I am so grateful to be able to give my son this quality of education in an environment that excites him about learning. He's actually anxious for school to restart :)
—Submitted by a parent


Posted April 6, 2009

HTHNC is a fantastic environment. We commute everyday from Temecula - it's worth the effort. Our son LOVES school and looks forward to it - that was never the case before. It's a charter school with a lottery selection. If you can get in, it's like getting a golden ticket.
—Submitted by a parent


Posted February 16, 2009

I have a son who attends HTH. He will be their first graduating class. HTH has meet and exceeded all of our expectations. Their is a sense of community at the school, and that's something rare to find even in other small school settings. The classrm. sizes are small, and the teacher's are passionate. It's an excellent school and we're proud to be part of it.
—Submitted by a parent


Posted September 9, 2008

My daughter just loves this school.We said that we would give it a try for a year to see how we all liked it, &she has never looked back.It's funny that she wanted the whole traditional HS experience, with football games, homecoming, etc.Though at HTH, she has discovered other things that give her and her highschool experience just something a little different, something that seems to work.She is not a misfit, or the brainiac that some people associate with going to HTH.She is cute, social, involved, smart, athletic, friendly, etc.She loves the diversity of people from all over SD to OC.There is so much positive energy @HTH, it's hard not to be excited about the school. It's not a traditional school, and.... maybe times are changing @that is a good thing.I have done lots of research, and we believe this is where in SD she will get the BEST education.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

790

Change from
2011 to 2012

-11

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

790

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

-11

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

8 / 10

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

4 / 10

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

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

154 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
39%

2010

 
 
42%

2009

 
 
35%
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

154 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
79%

2010

 
 
84%

2009

 
 
80%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

146 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
18%

2010

 
 
14%

2009

 
 
7%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

146 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
68%

2010

 
 
60%

2009

 
 
62%
Geometry

The state average for Geometry was 17% in 2012.

146 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
23%

2010

 
 
18%

2009

 
 
17%
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

146 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
53%

2010

 
 
50%

2009

 
 
49%
World History

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

146 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
59%

2010

 
 
49%

2009

 
 
60%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

99 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
17%

2010

 
 
10%

2009

 
 
n/a
Biology/Life Sciences

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

100 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
73%

2010

 
 
71%

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

100 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
66%

2010

 
 
67%

2009

 
 
n/a
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

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

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

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

100 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
64%

2010

 
 
71%

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students38%
Females37%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
White (not Hispanic)38%
Economically disadvantaged25%
Non-economically disadvantaged43%
Students with disability25%
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only39%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)38%
Parent education - college graduate34%
Parent education - graduate school/post graduate53%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students70%
Females71%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
White (not Hispanic)69%
Economically disadvantaged58%
Non-economically disadvantaged75%
Students with disability35%
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)72%
Parent education - college graduate68%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Integrated/Coordinated Science 1

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students22%
Females14%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
White (not Hispanic)26%
Economically disadvantaged16%
Non-economically disadvantaged24%
Students with disability29%
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only21%
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)27%
Parent education - college graduate16%
Parent education - graduate school/post graduate33%
Parent education - declined to state11%

Earth Science

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

English Language Arts

All Students65%
Females65%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)74%
Economically disadvantaged47%
Non-economically disadvantaged69%
Students with disability48%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
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)60%
Parent education - college graduate69%
Parent education - graduate school/post graduate79%
Parent education - declined to state42%

Geometry

All Students24%
Females11%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
White (not Hispanic)27%
Economically disadvantaged13%
Non-economically disadvantaged27%
Students with disability38%
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only24%
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)17%
Parent education - college graduate22%
Parent education - graduate school/post graduate40%
Parent education - declined to state11%

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

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

Science

All Students55%
Females43%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
White (not Hispanic)60%
Economically disadvantaged41%
Non-economically disadvantaged59%
Students with disability43%
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
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)40%
Parent education - college graduate53%
Parent education - graduate school/post graduate74%
Parent education - declined to state42%

World History

All Students50%
Females35%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
White (not Hispanic)56%
Economically disadvantaged41%
Non-economically disadvantaged53%
Students with disability48%
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only52%
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)43%
Parent education - college graduate47%
Parent education - graduate school/post graduate63%
Parent education - declined to state53%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

All Students8%
Females4%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)13%
Economically disadvantaged0%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only8%
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)4%
Parent education - college graduate6%
Parent education - graduate school/post graduate18%
Parent education - declined to staten/a

Biology/Life Sciences

All Students74%
Females74%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
White (not Hispanic)85%
Economically disadvantaged67%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
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)67%
Parent education - college graduate75%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Chemistry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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%
Females63%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantaged39%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate72%
Parent education - graduate school/post graduate82%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students69%
Females59%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)81%
Economically disadvantaged50%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
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)56%
Parent education - college graduate72%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

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

150 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
93%

2010

 
 
92%

2009

 
 
92%
Math

The state average for Math was 84% in 2012.

151 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
90%

2010

 
 
90%

2009

 
 
90%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students91%
Females98%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged79%
Non-economically disadvantaged94%
Economic Status Unknown100%
Students with disability71%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a

Math

All Students93%
Females94%
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged94%
Economic Status Unknown87%
Students with disability81%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 72% 28%
Hispanic or Latino 16% 49%
African American 5% 7%
Asian 5% 8%
Filipino 1% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 13%N/A24%
Students eligible for free or reduced-price lunch program 213%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 100% 85%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 2N/A11
Average years teaching 6N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 73%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1420 San Marcos Boulevard
San Marcos, CA 92078
Website: Click here
Phone: (760) 759-2700

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