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Teacher quality
Principal leadership
Parent involvement
Most of the teachers are great but there are a few of them who give out extremely difficult tests, don't grade on a curve and get irritated at the students who ask questions.The honors/AP courses are the actual college course for the subjects and kids have to absorb some lesser grades that may wreck their GPA as a reward for getting into those courses in the first place. If these students could get A's in AP courses then they belong in college and not high school. There are many college students who couldn't get an A in the class so how would a high schooler be expected to. I agree with the previous post about lack of support for any student who is not performing at a high level. Recently a pre calculus student was told that if you are doing poorly then drop the class! At that level of math one could assume all the students are bright so if they arent learning who's fault is that? There does not seem to be any monitoring of the teacher grading. Some classes give a high number or poor grades and the teacher is not investigated for poor performance. So if your child is a superior student they will do well, but then kids like that teach themselves anyway.
—Submitted by a parent
The teachers are wonderful at Aragon, but for the most part you just have them one time in four years. The counselors change each year and there is no individual support or knowledge of a student. In almost 3 years my childs only interaction has been once a year when the counselor signs her class list for the next year. There is no school spirit or pride. There are two levels of classes, college prep with little homework, and AP with two hours of homework a night per class. The students are thus either bored or living on 5-6 hours of sleep to keep up. The administration is unwilling to make any changes to any part of the school - their favorite refrain - that's impossible. If you'd like your child to be a test score stat or graduation stat than Aragon is the school for you. Because treating students as statistics, rather than individuals is what Aragon does best.
—Submitted by a parent
Aragon has good scores because the student body comes from affluent families. Don't count on any support for a student who is not performing at a high level. The administration is inept and unaware of what is going on at the school. Bulling as well as harassment based on race, sex, and gender orientation is common.
—Submitted by a parent
Wow, I just read a review saying Aragon has good scored because the students are rich. I'd say that might be true for 1/4 of the kids, but there are also many from decidedly non-affluent families. However, affluent or not, many are from families that care about academics. For the others, there is a lot of support at Aragon, for example, with the AVID program. As far as harassment based on gender orientation, I'll just say that GSA (gay straight alliance) is the most popular club on campus. If someone is being harassed, for any reason, they should report it to the school counselors. My child was being harassed slightly at one point, and I found the administration extraordinarily concerned and responsive. w.r.t. teachers, like any school, there are good ones and there are less good ones, but most of the teachers at Aragon are VERY good. We've run into a few truly exceptional ones as well (think AP Bio and Freshman History, not to mention orchestra).
—Submitted by a parent
Aragon is an excellent school. Our child transferred from a private school sophomore year and we would highly recommend Aragon. The academics are rigorous and the kids are going to great schools. The teachers are very impressive and our child is so happy with all aspects of the school. It is nice to be at a neighborhood school with our child's friends living close by.
—Submitted by a parent
Aragon is a great school with excellent academics including a flourishing AP program. The school's Music Department is enormous and wonderful. The teachers are super as are the counselors. Our son's overall experience with this school has been fantastic and our daughter can't wait until next year when she starts at Aragon!
—Submitted by a parent
Great school committed to meeting the needs of their students and making sure they are ready for college. The parent community have invested in the success of their kids and it shows through the number of hours they volunteer to help the school and through their financial support.
—Submitted by a parent
Commitment, spirit, dedication. This school can top any private exclusive school in terms of academics, sports, art and culture and parental involvement. My daughter graduated from here and my son is a junior and both thrived under the excellent teaching, which is balanced with fun and activities. This is the BEST School ever.
—Submitted by a parent
I went to this school and loved it!! It is doing a wonderful job with my younger sister who is now attending this school and I hope to have my daughter attend this school too when it's her turn.
The teachers are excellent and are willing to go the extra mile to help students succeed.
—Submitted by a parent
Strong academics, involved parents, dedicated staff, extensive music program
—Submitted by a parent
Aragon has amazing student support, academics, and community spirit. I love the school and think they are doing a terrific job.
—Submitted by a parent
Great teachers and a really good program for kids going through school. Involved parenets and receptive administration works towards the beterment of the experience all around.
—Submitted by a parent
Coming from a small private elementary and middle school environment, I was not sure of the support that I would receive from Administration. I have been at Aragon for 6 years and have felt supported, served and attended to by everyone at Aragon. It has been very reassuring. I would recommend Aragon to anyone considering the local (and very expensive) rivate highschools - Aragon is just as good; if not better.
—Submitted by a parent
Opened just 50 years Aragon High School has been at the educational center of a neighborhood community, holding it together, attracting adults and parents who care deeply about excellent education to enroll their kids in an outstanding public high school. Although some say a dying breed, this public school with enormous financial and volunteer help from community members spanning these 50 years have privately contributed to all facets of Aragon's programs, facilities and services, and teacher/aide/counselor numbers when public financing through tax base could not serve the community's own high standard desired for it's students. Aragon is a "three generation school". We have students whose parents like me graduated Aragon, and sent their kids there..and even those whose grandparents were students. The education that my son and duaghter recevied at Aragon almost 40 years after I graduated was more complete and outstaaaaanding than what I received. Aragon has a very large "in need" immigrant and working class population who are served equally and generously by those of affluence in this community - the value that each child is precious and important is strong. The levels of education afforded for students of differing needs, abilities and circumstances is at the forfront of our administration's focus; there is not a "one size fits all" approach at Aragon. And that is hard won due to many issues. Aragon and its' staff and students contributes to the communities outside of its' campus with social action, charitiable and community service activities on a monthly basis...including workgin with the K-8 schools in music, sports and other endeavors. I have many friend all over the country, and none have experienced the unique excellence in all areas that aragon brings to the fore. We ALL received excellebt amazing educations that changed lives for the better....
—Submitted by a parent
Aragon was a great school for me academically and socially. The teachers are caring and the after school programs are excellent.
Most of the teachers are outstanding--dedicated, engaging, and knowledgeable in their field. Doyle, Johnson, Hu, Daniel, Reed, Jacobs, Serrao...the list goes on and on. Co-curricular activities such as sports are also very strong. Students graduate with a solid preparation for college.
—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.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
158 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.
243 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
332 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
68 students were tested at this school 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.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
193 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
358 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
101 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
359 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
362 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.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
122 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
347 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
65 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.
148 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
350 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 | 33% |
| Females | 41% |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 33% |
| Students with disability | 25% |
| Students with no reported disability | 33% |
| English learner | 24% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | 36% |
| All Students | 86% |
| Females | 81% |
| Males | 89% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| 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 | 88% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 76% |
| Males | 88% |
| African American | n/a |
| Asian | 91% |
| Filipino | 83% |
| Hispanic or Latino | 71% |
| 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 | 63% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 8% |
| 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 | 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 | 78% |
| Females | 79% |
| Males | 78% |
| African American | n/a |
| Asian | 87% |
| Filipino | 93% |
| Hispanic or Latino | 63% |
| 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) | 85% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 83% |
| Students with disability | 36% |
| Students with no reported disability | 80% |
| English learner | 17% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 62% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 74% |
| Males | 80% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 5% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 20% |
| 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 | 10% |
| Females | 18% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 15% |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| 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 | 50% |
| Females | 52% |
| Males | 46% |
| African American | n/a |
| Asian | 48% |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 46% |
| Males | 46% |
| African American | n/a |
| Asian | 69% |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 7% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 61% |
| Males | 76% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 69% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 45% |
| Males | 60% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| 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) | 63% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 79% |
| Males | 71% |
| African American | n/a |
| Asian | 88% |
| Filipino | 76% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 79% |
| Students with disability | 15% |
| Students with no reported disability | 79% |
| English learner | 5% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 65% |
| All Students | 34% |
| Females | 31% |
| Males | 36% |
| African American | n/a |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 81% |
| Males | 93% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| 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 | 93% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 73% |
| Males | 74% |
| African American | n/a |
| Asian | 87% |
| Filipino | 71% |
| Hispanic or Latino | 45% |
| 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 | 41% |
| Non-economically disadvantaged | 79% |
| Students with disability | 14% |
| Students with no reported disability | 77% |
| English learner | 5% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 70% |
| All Students | 63% |
| Females | 56% |
| Males | 69% |
| African American | n/a |
| Asian | 72% |
| Filipino | 71% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 69% |
| Students with disability | 25% |
| Students with no reported disability | 66% |
| English learner | 8% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 70% |
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 |
| 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 | 17% |
| Females | 13% |
| Males | 24% |
| African American | n/a |
| Asian | 8% |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| 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) | 9% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | 11% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 62% |
| Males | 65% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| 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) | 53% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 24% |
| Females | 22% |
| Males | 25% |
| 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) | 43% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| 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 | 31% |
| Parent education - graduate school/post graduate | 9% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 60% |
| Males | 77% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 72% |
| Males | 70% |
| African American | n/a |
| Asian | 80% |
| Filipino | 81% |
| Hispanic or Latino | 49% |
| 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 | 41% |
| Non-economically disadvantaged | 76% |
| Students with disability | 16% |
| Students with no reported disability | 75% |
| English learner | 17% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 50% |
| All Students | 14% |
| Females | 14% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 17% |
| Students with disability | 9% |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 60% |
| Males | 63% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| 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) | 56% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 77% |
| Males | 87% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 82% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 78% |
| Males | 73% |
| African American | n/a |
| Asian | 87% |
| Filipino | 94% |
| Hispanic or Latino | 59% |
| 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 | 44% |
| Non-economically disadvantaged | 81% |
| Students with disability | 25% |
| Students with no reported disability | 80% |
| English learner | 30% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 79% |
| 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.
363 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
363 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 | 95% |
| Males | 90% |
| African American | n/a |
| Asian | 94% |
| Filipino | 100% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 99% |
| Declined to state | 96% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 89% |
| Students with disability | 44% |
| Tested with modifications | n/a |
| English learner | 38% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 90% |
| African American | n/a |
| Asian | 99% |
| Filipino | 94% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | 94% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 84% |
| Students with disability | 36% |
| Tested with modifications | n/a |
| English learner | 46% |
| 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
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 31% | 27% | ||
| Asian | 28% | 11% | ||
| Hispanic | 24% | 51% | ||
| Two or more races | 12% | 3% | ||
| Hawaiian Native/Pacific Islander | 3% | 1% | ||
| Black | 1% | 7% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 11% | N/A | 54% |
| English language learners 2 | 7% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 56% | 85% | ||
| Mandarin (Putonghua) | 13% | 1% | ||
| Tongan | 6% | 0% | ||
| Cantonese | 5% | 2% | ||
| Korean | 4% | 1% | ||
| Arabic | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Japanese | 2% | 0% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Dutch | 1% | 0% | ||
| German | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Polish | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Turkish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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900 Alameda de las Pulgas
San Mateo,
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