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Teacher quality
Principal leadership
Parent involvement
SMHS is a school that keeps improving. The AAPLE academy is awesome and allows kids to challenge themselves at the top level. The creation of the Entrepreneurship Academy is such a brilliant idea! Teachers there are wonderful and care for their students. World History teacher Mr Burrows is incredible but so are Ms Mandarino, Mr Bausbach, Mr Roth and Mr Holdren! San Marcos deserves to be more recognized. And the students there are much more friendly and humble than in Dos Pueblos or in Santa Barbara High. It is simply a nice community! I am very happy my child is part of the Royals.
—Submitted by a parent
Overall I am very pleased with this school. It has a very positive vibe and the teachers are very conscientious. I enjoyed the Shadow your Knight day and was impressed with each teacher. I asked my child if the teachers were always that awesome, and he said yes. I love the school spirit of this school. We love going to the basketball games. My ONLY complaint so far is that I was very unimpressed with one teacher (I won't elaborate), and administration absolutely REFUSED to let my child switch teachers. I was told he COULD switch teachers but he'd have to drop honors. I felt this was very unfair. I have never asked to switch teachers with any of my children in ten years. I have always taught my kids that they have to get along with whomever they get as a teacher. I knew this teacher was not a good fit for my child. I am still upset about this. Anyhow, other than that...AWESOME!
—Submitted by a parent
Unfortunately, the US News ranking is based on inaccurate data from the federal government. Still look forward to my kids attending, and think it's a fine school.
Hey people, just look at U.S. News ranking of high school's in CA and you'll see SMHS ranked #3. That is a huge achievement and should be acknowledged. I have 5 kids and none go to SMHS, but I am thinking of relocating and this is one of the areas I am looking at, just because of the school.
I struggled initially with letting my kids attend SMHS. My perception was one of a lesser quality of education and on campus concerns. I now have a senior and freshman at SMHS and couldn't be more pleased with what they have and are experiencing at the HS. My senior now has the opportunity to attend a number of top level colleges due to his HS achievements. If you take advantage of what is offered at SMHS and choose to get involved, there is no better HS in the county, but that is a matter of choice. I glad we didn't spend the equivalent of college tuition to send our kids to a private school or get lured in to the need to attend LCC or TP, even despite the inconvenience of the construction.
—Submitted by a parent
This is in reply to the last review posted........So many parents objected to having their children moved off campus during construction. This is the reason your children are being subjected to construction woes. Originally, an off campus site by CSU was offered, but way too many parents complained about this. We have to deal with the mess until our new beautiful, high tech school is finished. Sorry!!!
—Submitted by a parent
What a really disorganized mess this school has become. Student parking lot is half a mile away from campus. My daughter also has to deal with the demolition dust from asbestos-laced buildings from 50 years ago. So what are they going to replace those old portables with? NEW PORTABLES! Where are the classes for their interim campus going to be held? Portables again! I am not sure she will be attending here next year.
—Submitted by a parent
Look at the district website and the school accountability report card (SARC). SMHS has had student profieciency BELOW state averages in math for the past three years. In other areas, they are barely treading water with the state averages. For the district, they are under state averages. How the API is at 829 is mystery to me.
—Submitted by a parent
My time at SMHS is unforgettable. After discussing my high school experience with college peers, I have come to appreciate the education I received at SM. I was surprised to hear about poor quality of teachers at other CA high schools, and it has made me realize that SMHS is one of a kind. I'm also completely appreciative of the emphasis on writing & the collaboration between History & English teachers because it has helped me easily transition to college level papers. I'm skeptical of "5 faculty transferring their kids" because I didn't know a single faculty member that lives in SMUSD that sends their kids to another school. In fact, many faculty that don't live in SM transfer their kids to the school- some from as far as Santee. There are a ton of students that transfer from outside the district, especially Vista and Escondido, due to its great reputation in recent years. I would completely disregard any reviews in which the individual merely vents about the passage of Prop K. Just because you are mad about the tax increases doesn't mean SMHS isn't a great school. SM offers a real-world (diversity) and memorable experience, and no parent should hesitate to send their kids there.
Oh my. I was scarred to say anything about what I experiances were. Great schools, thx for this site! I know of five teachers and staff of SMUSD that send their kids elsewhere to school. I didnt know it was this bad....I have two daughters who went to this school and my family will now be moving elsewhere.
—Submitted by a parent
Seems to me the last reviewer does not have enough information in order to review this school based on the first sentence. The second sentnece is not true at all. Seems that this person might be just a disgruntled person unhappy with the passage of prorp K. To rank a school with one star when one is completely not informed is disgraceful. Campus programs that improve the community and create global awareness among students have helped earn San Marcos High School an inaugural United Nations award that recognizes positive actions. This school does not have a culture of mediocrity. It meets the needs of a diverse population, just check out the api scores on this website and be sure to look at sub catagories and compare them to every top high school in san Diego. You will find they are higher than all!
—Submitted by a parent
I am very pleased with the education provided by SMHS. My son graduated last year and is now attending UCSD earning mostly A's, which indicates that SMHS grads are ready for college. He was able to pass 8 AP tests while enrolled at the high school due to the excellent instruction; this will allow him to graduate from college in 3 years saving us alot of money. This school is very diverse and offers many opportunites for students to succeed. Since the school isn't as large as other local high schools, students have many opportunities for participation in sports and clubs.
—Submitted by a parent
My two daughters have received a great education and the since of community is extraordinary.
—Submitted by a parent
Wow what a fantastic school! I am so pleased with the interest my daughter now shows in school. The teachers are wonderful!! Every interaction I have had with the staff has been pleasant and professional.
—Submitted by a parent
San Marcos HIgh School is a great school. It has friendly staff and the campus is kept fairly clean. I am going onto my sencond year at this school and I am proud to be a Knight!
—Submitted by a student
San Marcos High School is one of the best high schools in San Diego County. It combines student diversity with a competitive environment which enables students to grow and succeed. SMHS, overall has improved tremendously, receiving a 9 in the similar schools ranking, meaning that SMHS performs better than 90% of its most comparable schools based on socioeconomic status, ethnicity, etc. Sports and academics have improved greatly in only the last couple of years. And the recent valedictorian will be attending Harvard on a full ride scholarship.
—Submitted by a parent
I live in San Marcos and was doing my best to move to any school in the Poway district. Anything but San Marcos. I am so glad we stayed. I graduated from Vista and at that time San Marcos was known for its teen girl s ability to increase the campus size after a nine month period. Boy how times have changed. While my child was still in eighth grade, SMHS had an orientation to introduce the faculty, programs and staff to the upcoming ninth graders. Then a week before school your child gets the chance to meet a Senior, Junior and Sophomore that will show them around and help them through graduation. SMHS also has a parent orientation as well. Things are much different since I went to HS. The kids are required to rent lockers and locks and no PE the last two years of HS. SMUSD is doing a good job.
—Submitted by a parent
I actually transferred my child in to this school based on academics, diversity and the growing sports departments. Less students= better education with awesome faculty. The music program is awesome~! Boys volleyball, basketball, baseball and football are all improving with the new coaches that they have hired. The sports program is the new talk of the town. Watch and see - this school is on the map. More and more parent involvement is occurring due to the higher education level of parents that are purchasing homes in the newly developed San Elijo homes. I am proud to have my child attending this school. We have AP classes that are supporting students graduating to enter Stanford and UCLA.
—Submitted by parent, a parent
After homeschooling my girls for nine years, and then sending them to a small charter school for two, we decided to send them to SMHS. We have not looked back. I have been extremely impressed with the teachers and admininstrators. The academic work load is harder that what my girls got at the charter school, and they are happy that they are learning more. Don't judge this school by what you may have heard in the past - go visit it, talk to the principal and some teachers. The principal, Julie Mottershaw, is extremely focused and dedicated. You will be impressed with her. I'm not involved in the PTO because of my work load, so I can't comment on it. Otherwise - very happy with SMHS!
—Submitted by Jennifer, a parent
San Marcos High school is the secret jewel of North County. Ask any parent or student who has attended this underrated school. All the tools are in place for academic excellence and kids are encouraged to get involved. So many parents who were reluctant to send their child to this school but did soon learns what a good place it is for their kids. Lots of opportunity to achieve!
—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.
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.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
221 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
515 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
579 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
248 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
544 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
208 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
545 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
570 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
462 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
190 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
485 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 41% |
| Females | 39% |
| Males | 42% |
| African American | 55% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 54% |
| Students with disability | 40% |
| Students with no reported disability | 41% |
| English learner | 10% |
| Fluent-English proficient and English only | 44% |
| Migrant education | 20% |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 74% |
| Males | 78% |
| African American | 57% |
| Asian | 96% |
| Filipino | 94% |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 87% |
| Students with disability | 35% |
| Students with no reported disability | 78% |
| English learner | 35% |
| Fluent-English proficient and English only | 78% |
| Migrant education | 55% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 80% |
| Males | 81% |
| African American | 95% |
| Asian | 96% |
| Filipino | 95% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 91% |
| Students with disability | 53% |
| Students with no reported disability | 82% |
| English learner | 9% |
| Fluent-English proficient and English only | 87% |
| Migrant education | 53% |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 8% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 24% |
| Students with disability | 12% |
| Students with no reported disability | 22% |
| English learner | 5% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 69% |
| Males | 70% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 14% |
| Females | 6% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 16% |
| English learner | 0% |
| Fluent-English proficient and English only | 21% |
| Migrant education | 7% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 68% |
| Males | 82% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 41% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 48% |
| Students with disability | 5% |
| Students with no reported disability | 45% |
| English learner | 11% |
| Fluent-English proficient and English only | 47% |
| Migrant education | 33% |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 67% |
| Males | 86% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 54% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 78% |
| Students with disability | 52% |
| Students with no reported disability | 70% |
| English learner | 26% |
| Fluent-English proficient and English only | 73% |
| Migrant education | 50% |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 70% |
| Males | 73% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 84% |
| Students with disability | 27% |
| Students with no reported disability | 74% |
| English learner | 10% |
| Fluent-English proficient and English only | 78% |
| Migrant education | 45% |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 27% |
| All Students | 23% |
| Females | 19% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 27% |
| Students with disability | 14% |
| Students with no reported disability | 24% |
| English learner | 0% |
| Fluent-English proficient and English only | 25% |
| Migrant education | 21% |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | 21% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 78% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 73% |
| Males | 77% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 86% |
| Students with disability | 40% |
| Students with no reported disability | 77% |
| English learner | 13% |
| Fluent-English proficient and English only | 81% |
| Migrant education | 52% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 33% |
| All Students | 67% |
| Females | 59% |
| Males | 74% |
| African American | n/a |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 78% |
| Students with disability | 38% |
| Students with no reported disability | 70% |
| English learner | 22% |
| Fluent-English proficient and English only | 72% |
| Migrant education | 47% |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 17% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 13% |
| Females | 6% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | 11% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 40% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 82% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | 91% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 91% |
| Students with disability | 24% |
| Students with no reported disability | 89% |
| English learner | 15% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 43% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 72% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 77% |
| Students with disability | 42% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 76% |
| Males | 71% |
| African American | 76% |
| Asian | 89% |
| Filipino | 94% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 83% |
| Students with disability | 42% |
| Students with no reported disability | 74% |
| English learner | 6% |
| Fluent-English proficient and English only | 79% |
| Migrant education | 47% |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 14% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | 9% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 9% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 47% |
| Males | 56% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 60% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 100% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 67% |
| Males | 72% |
| African American | 64% |
| Asian | 85% |
| Filipino | 78% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 79% |
| Students with disability | 33% |
| Students with no reported disability | 73% |
| English learner | 17% |
| Fluent-English proficient and English only | 75% |
| Migrant education | 52% |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 27% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
577 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
578 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 92% |
| Females | 93% |
| Males | 91% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | n/a |
| Students with disability | 55% |
| Tested with modifications | n/a |
| English learner | 64% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 93% |
| Females | 92% |
| Males | 93% |
| African American | 91% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | n/a |
| Students with disability | 58% |
| Tested with modifications | n/a |
| English learner | 70% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Migrant education
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 50% | 49% | ||
| White | 37% | 28% | ||
| Asian | 5% | 8% | ||
| African American | 4% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 37% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 92% | 85% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Ukrainian | 1% | 0% | ||
| Vietnamese | 1% | 2% | ||
| Arabic | 0% | 1% | ||
| Italian | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Portuguese | 0% | 0% | ||
| Russian | 0% | 0% | ||
| Thai | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1615 San Marcos Boulevard
San Marcos,
CA 92078
Website: Click here
Phone: (760) 290-2200
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