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GreatSchools Rating

Dougherty Valley High School

Public | 9-12

 

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Living in San Ramon

Situated in a suburban neighborhood. The median home value is $674,300. The average monthly rent for a 2 bedroom apartment is $1,950.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 7 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted August 26, 2014

awfully SMALL campus, students are forced into tiny halls and classrooms, multiple teachers share a single classroom, inadequate one-on-one time, most students rely on themselves rather than the teachers to get things done. administration is unprofessional and discriminatory. campus security is strict on the kids and punishes them if they do not follow the complicated sign in/out procedures but I've seen plenty of people (adults) walk into campus without being questioned. There are also many (4+) large back doors and fences unlocked during school hours. They don't provide enough food, many students starve because the lines are too long = food sells OUT within 20 minutes. Parking lot exists are often blocked on purpose by admins, expect to take 45 min to pick up your kid from school. DV academics only seem "good" because 90% of students are asians who spend lots of money and time to study outside of classes. as a college kid, I am prohibited from visiting the campus at ALL, but either way I'm never going back.
—Submitted by a student


Posted January 27, 2014

believe it, in my first year my items had gotten stolen and the office didn't do anything. the office will notice a problem and take care of it by making it worse. its THE STUDENTS that make this schools rating what it is, teachers are probably the most unproductive people only anding out paper work with no explanation, your 4 years will only be about getting paper tossed at you and your best friend will be your computer because teachers won't be a very good source like they use to. the school needs more time to become a monte vista or a cal high, but other than that, don't fall for the ratings fall for the facts. there is no diversity what so ever unless your blind. don't believe the parents that only look at the end end results of there kids. this is a report FROM one of those kids, your better off actually LEARNING than researching half the time at another school. the only up side is that its a new campus.
—Submitted by a student


Posted October 6, 2013

As part of the first class to attend all four years at Dougherty, I can honestly say that there is nowhere else I would have rather gone. Hearing from friends at other schools in the district about how theirs were out-of-control with people skipping school and generally lacking a sense of pride in their grades, Dougherty really is the best public high school for miles around. What the first two years lacked in spirit, I am told the the current student body is making up for! There weren't cliques or bullies like the media often tells us, and the diversity was like nowhere else. It has been said that Dougherty focuses too much on grades and not enough on, well, anything else, and I would have to disagree with that. As a student who struggled with learning disabilities, I thought making a 3.0 was only a dream, but somehow, the Dougherty staff did it. They make you take an interest in yourself and your own learning, helping out in any way they can. I'm going to a fantastic college, one of the top 100 in the country because of this school. Dougherty is the best place for a student to receive and outstanding education and the tools to make something of herself and become someone great.
—Submitted by a student


Posted February 20, 2013

My daughter graduated 2012 and now attends Saint Mary's College of California. She recieved a FULL scholorship. I am so glad all 3 of my girls attend this school. The academics is second to none in the Bay Area. At last years graduation ceremony the statistic was a 99.8% graduation rate with 92% of the graduating seniors attending a 4yr university going into fall 2012.
—Submitted by a parent


Posted September 20, 2012

My son graduated June 2011 and is now attending UCLA. We were very pleased with the quality education that he received at Dougherty Valley HS. He was well prepared academically to handle his college coursework. I have been a home owner in SRVSD and my children have attended school with the district since 1995. Due to recent divorce and sale of family home I have been renting for 6months during transition. I am finding that there are many in same situation that are currently renting temporarily. I spend many hours voluteering at my yougest sons school, etc. People don't be so quick to judge. I did the same and am now renting one of the units temporarily that I complained about as they were being built in order to keep my youngest in this school district. Because of my older childrens great experiences in SRVSD, I am looking to purchase new home here so that he can finish school here as well.
—Submitted by a parent


Posted September 19, 2012

We need to get more staff as the student population has doubled. As a property owner around the school and my son attended the school when it first open about 5 years ago. I love the first principal. She was superfast in responding to my email. I even received a personal a call from her within 10 minutes. Super hardworking principal who did the pioneer work in getting the school started on solid foundation. However, at that time the school has around 1,000 students or less. It is now 2,200 plus students as there are more rental units and new housing around. The property owners pay a lot of money on the property taxes and contribute to the schools with volunteer time and donation money. I know for sure the rentals are less inclined to do so in both time and money. Too bad the county is messing a good thing we got going in San Ramon as the county is the one who approved the 300 plus rental unit near the high school. Anyway, I still believe the new administration will continue to find ways to keep up the good academics. Sports are great too. The kids are well occupied with activities.
—Submitted by a parent


Posted September 11, 2012

The academics are a big part of DV, because we were pushed to try. But that was helpful to me now. You can't just slip through the cracks and be successful in life. You need to push yourselves and the teachers did a good job at generally pushing us but not overloading us. The spirit has increased a lot in the last few years, and I loved going to the games and seeing teachers and their families supporting the wildcats along with us all. Most of the students are very proud to be Wildcats. I found that students at DV aren't as stereotypically cliquey like in other high schools. People are just genuinely friendly. There were several days when I would see someone sitting by themselves and I would or a random student would go introduce themselves and try to make a new friend. That's just how it is at Dougherty. You go out of your way to make others feel safe and welcome. As for the teachers, I was able to become very close with multiple teachers who really influenced me and made a very big difference in my life because of how much they actually cared about me. The only problem I found, was sometimes the admin is a bit dramatic over pointless things. And the tardy sweeps were dumb.
—Submitted by a student


Posted September 5, 2012

Hi Guys my daughter is a senior and the inefficiency of the counselor continues in past 2 years we had 4 counselors changed by the school for her.The first change was when they made change to the people under R could no longer be under the said counselor apparently they could not do this for incoming freshmen they had to do so for the entire school so my daughter who was a junior finds out the counselor who promised her letter of recommendation for college will no longer be doing so.She refused saying the new counselor who does not know her will be writing the letter.In comes counselor #2 she stays for couple of month than goes on maternity leave than comes the replacement who is also expecting,so she leaves too after few months.So I have given up on getting any help from these helpers of the kids and hired outside counselor so my daughter will have some decent advise when she applies for college this year.I wish this school will hire at least one senior counselor who could be the head counselor and teach rest of them through example how things should be run ,and keep the kids interest at heart .
—Submitted by a parent


Posted March 25, 2012

I totally agree that it is so hard to get response from the school (counselor, teacher and principal). You get frustrated after pushing for reply so many times. Part of the reason is that the size of the class your child should be lucky if the teacher still remember his/her name after the semester. Teachers and counselors lack of experience they are relatively young group as well. Still, it is a great school. High API is very encouraging. The residents overall education levels are high. They focus on their children s education that s why you see people hire tutors to help their kids to achieve under pressure.


Posted March 12, 2012

The academics are top notch. It is great if your only goal for your child's 4 years of high school is to get to a good college. But that seems to be the entire focus. Parent involvement and spirit seems to be nil. Parents push their children hard to excel in the academics, getting tutors for A students so that they can get perfect scores whiles kids who get less than perfect feel ashamed. It is rare for families to even show up at sporting events. The only reason many even allow their kids to be involved in sports is for the college application not for joy or passion for the game. Passions outside of extremely high academic performance are not encouraged. There is no sense of balance or community at this school. The only memories many of these kids will have of high school is studying.
—Submitted by a parent


Posted March 11, 2012

Truly a fantastic place to work or study. Dougherty Valley is an up-and-coming high school of its own, growing above API 920 in the past school year and certainly will be higher again this year. The leadership team is supportive of both students and staff, the counselors are accessible and flexible, and the teachers are true intellectuals with much more skill than their paychecks suggest, and the conversations students have in the halls are good-hearted and smart! The principal cares deeply for his staff and students, going out of his way daily to lend support any way he can. Likewise the teachers make themselves available to students basically any time of the day. I believe the vision unto which Dr. Reimann is trying to lead us. My only concern is that class sizes (which are still below state averages) interfere with the kind of differentiated instruction a seasoned veteran like me wants to provide, which means the school's potential API is probably closer to 975. If we could hire more staff and bring sizes down to 12-18 per classroom, this would be California's epic performer -- it's a real sweetheart school. Given the choice, this is where you want your kids to go.
—Submitted by a teacher


Posted November 17, 2011

It is so hard to get any counsellors, Principal, or Vice Priincipals to respond to ANY emails or phone calls. We are very disappointed in their lack of engagement or communication (esp. when parents want information or have questions). So far, the only department we are very impressed with is the College and Career Center. Ms. Schratz does an outstanding job. Teachers seem very involved too. But the new principal, Dr. Reimann, really needs to make his office and staff more accessible to parents. So far, it seems like a 'shut gate'.
—Submitted by a parent


Posted February 23, 2011

I am looking for an excellent ROP for my eighth-grader. I've heard that Dougherty Vally offers this kind of program. How can I find out more about ROP at Doughterty?
—Submitted by a parent


Posted January 13, 2011

Dougherty Valley HS has tremendous opportunities for students seeking to get into a college or university. The high academic standards have drawn colleges and university recruiters from around the nation on college night and is quickly establishing itself as the top public high school in the area. The academic expectations are high and is not for suited for everyone yet it draws families and students from outside the district for an opportunity to attend this high school. Much like California High School attracts students because of their successful athletic programs, Dougherty Valley High School is drawing students who have their sites for higher education beyond high school.
—Submitted by a parent


Posted September 13, 2010

For a new school, there are some great programs they are implementing. Overall, the leadership is outstanding. Of course, there are some missing "traditions" at this brand new school, but the staff and students appear to be working overtime to create a great program for the students. My only mentionable complaint is the favoritism toward affluent students. Although this school is diverse, it caters to wealthier students which places financial and academic pressure on the lower income earners. The expectations are high and that is beneficial for all; however, additional costs for programs from academic to extracurricular programs create hardhips on famlies with lesser means.
—Submitted by a parent


Posted November 6, 2009

The competition is great, the student body is diverse, the teachers are excellent, the academic performance is outstanding, and there are a lot of sports and extracurriculars to choose from.
—Submitted by a parent


Posted October 10, 2009

I love how there aren't typical cliques at this school - the student body is diverse and people of different races get together. The upperclassmen aren't as scary as they portray in movies and are usually friendly, or at least don't bother you if you don't bother them. I just wish that the admins are more observant of the few pointless fights happening here and there...
—Submitted by a student


Posted October 26, 2008

The school is great! i love that as a body of students we all pretty much know everyone. which has its pro's and con's. we have some great teachers on staff and some that need a little more work. athletics is going well its rough not having the experience and the seniors but i think by the time the sophomore class this year are seniors this school will be unbeatable becasue of the hard wrok that this school has had to go aginst trying to make a name for its self. Go Wildcats!
—Submitted by a student


Posted September 18, 2008

I agree with the first reviewer that the Administration puts a spin on everything, instead of being straightforward about the school's shortcomings. So far, there have been some really great teachers, and some really bad teachers - the same as with all of the schools in the district. The Athletic Director is in way over his head and to the amazement of many, was re-hired for the second year. The benefits of this school are it's small size, many opportunities for extra-curriculur activities, and highly academic environment (if your child responds well to academic competition).
—Submitted by a parent


Posted June 28, 2008

Pretty boring school and lacks school spirit due to zero upperclassmen. The teachers need to be more experienced in their field and need to learn from their mistakes. Good for a first year school, athletics especially...Student body is very diverse. They should work on their band program and AP/honors offerings, however, and let loose on some rules.
—Submitted by a student


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

928

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

928

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-9

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

10 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

84 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
35%

2011

 
 
46%

2010

 
 
48%
Algebra II

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

104 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
99%

2010

 
 
100%
Biology/Life Sciences

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

474 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
94%

2010

 
 
94%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

577 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
92%

2011

 
 
88%

2010

 
 
87%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
13%

2011

 
 
37%

2010

 
 
40%
Geometry

The state average for Geometry was 45% in 2013.

367 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
86%

2011

 
 
87%

2010

 
 
91%
Integrated/Coordinated Science I

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

84 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
31%

2011

 
 
43%

2010

 
 
34%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

19 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
16%

2011

 
 
20%

2010

 
 
24%
Algebra II

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

343 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
79%

2011

 
 
80%

2010

 
 
77%
Biology/Life Sciences

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

102 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
83%

2011

 
 
76%

2010

 
 
61%
Chemistry

The state average for Chemistry was 46% in 2013.

475 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
91%

2011

 
 
90%

2010

 
 
83%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

600 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
83%

2010

 
 
79%
Geometry

The state average for Geometry was 15% in 2013.

82 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
46%

2011

 
 
35%

2010

 
 
43%
High School (Summative) Mathematics (Grade 9-11)

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

151 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
99%

2011

 
 
93%

2010

 
 
95%
Science

The state average for Science was 54% in 2013.

599 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
85%

2010

 
 
80%
World History

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

600 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
87%

2011

 
 
88%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
24%
Algebra II

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

59 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
29%

2011

 
 
27%

2010

 
 
31%
Biology/Life Sciences

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

287 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
86%

2010

 
 
92%
Chemistry

The state average for Chemistry was 32% in 2013.

102 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
74%

2011

 
 
53%

2010

 
 
62%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

495 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
77%

2010

 
 
74%
Geometry

The state average for Geometry was 8% in 2013.

27 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
23%

2011

 
 
6%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

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

376 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
80%

2011

 
 
76%

2010

 
 
81%
Physics

The state average for Physics was 58% in 2013.

84 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
93%

2011

 
 
86%

2010

 
 
84%
U.S. History

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

499 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
83%

2010

 
 
83%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students34%
Females32%
Males38%
African Americann/a
Asian56%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged14%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate39%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Algebra II

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students97%
Females96%
Males97%
African Americann/a
Asian97%
Filipino100%
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged85%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only97%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)95%
Parent education - college graduate95%
Parent education - graduate school/post graduate98%
Parent education - declined to state95%

Earth Science

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

English Language Arts

All Students93%
Females93%
Males93%
African American78%
Asian96%
Filipino97%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged79%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learner27%
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)74%
Parent education - college graduate93%
Parent education - graduate school/post graduate96%
Parent education - declined to state91%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students81%
Females83%
Males77%
African Americann/a
Asian86%
Filipino65%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged75%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)56%
Parent education - college graduate78%
Parent education - graduate school/post graduate84%
Parent education - declined to state90%

Integrated/Coordinated Science I

All Students23%
Females21%
Males26%
African American27%
Asian19%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged13%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduate21%
Parent education - graduate school/post graduate32%
Parent education - declined to staten/a

Physics

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

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

All Students10%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students71%
Females65%
Males78%
African Americann/a
Asian82%
Filipino75%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged71%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate61%
Parent education - graduate school/post graduate81%
Parent education - declined to state87%

Biology/Life Sciences

All Students64%
Females63%
Males66%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged40%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)53%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to state54%

Chemistry

All Students88%
Females85%
Males89%
African Americann/a
Asian92%
Filipino88%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged93%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate83%
Parent education - graduate school/post graduate93%
Parent education - declined to state64%

Earth Science

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

English Language Arts

All Students88%
Females89%
Males86%
African American70%
Asian92%
Filipino83%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged66%
Non-economically disadvantaged89%
Students with disability42%
Students with no reported disability88%
English learner23%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)67%
Parent education - college graduate85%
Parent education - graduate school/post graduate94%
Parent education - declined to state76%

Geometry

All Students22%
Females26%
Males20%
African Americann/a
Asian35%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged20%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)13%
Parent education - college graduate21%
Parent education - graduate school/post graduate25%
Parent education - declined to state23%

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

All Students94%
Females93%
Males94%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate89%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Science

All Students89%
Females90%
Males88%
African American52%
Asian93%
Filipino92%
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged61%
Non-economically disadvantaged91%
Students with disability50%
Students with no reported disability90%
English learner54%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)60%
Parent education - college graduate89%
Parent education - graduate school/post graduate95%
Parent education - declined to state79%

World History

All Students89%
Females87%
Males90%
African American70%
Asian95%
Filipino80%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged68%
Non-economically disadvantaged90%
Students with disability29%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)64%
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
Parent education - declined to state77%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students19%
Females12%
Males24%
African Americann/a
Asian33%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantagedn/a
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate22%
Parent education - graduate school/post graduate18%
Parent education - declined to staten/a

Biology/Life Sciences

All Students87%
Females90%
Males84%
African American55%
Asian96%
Filipino78%
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged77%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to state79%

Chemistry

All Students61%
Females51%
Males67%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged42%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate61%
Parent education - graduate school/post graduate71%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students85%
Females87%
Males83%
African American52%
Asian94%
Filipino75%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged59%
Non-economically disadvantaged87%
Students with disability20%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)74%
Parent education - college graduate82%
Parent education - graduate school/post graduate91%
Parent education - declined to state83%

Geometry

All Students8%
Femalesn/a
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students80%
Females74%
Males85%
African Americann/a
Asian88%
Filipino64%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged73%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to state100%

Physics

All Students87%
Females83%
Males88%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate85%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

U.S. History

All Students86%
Females84%
Males87%
African American58%
Asian94%
Filipino81%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged78%
Non-economically disadvantaged86%
Students with disability33%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
Parent education - graduate school/post graduate93%
Parent education - declined to state78%

World History

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

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

English Language Arts

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

607 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
99%

2010

 
 
98%
Math

The state average for Math was 84% in 2013.

606 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students98%
Females100%
Males97%
Gender Unknownn/a
African American95%
Asian99%
Filipino96%
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to state97%
Economically disadvantaged98%
Non-economically disadvantaged99%
Economic Status Unknown89%
Students with disability71%
Tested with modificationsn/a
English learner77%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females99%
Males98%
Gender Unknownn/a
African American86%
Asian100%
Filipino96%
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state94%
Economically disadvantaged90%
Non-economically disadvantaged99%
Economic Status Unknown97%
Students with disability76%
Tested with modificationsn/a
English learner100%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Asian 61%
White 18%
Hispanic 6%
Two or more races 6%
Black 4%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 7%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Jason Reimann
Fax number
  • (925) 479-6597

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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10550 Albion Road
San Ramon, CA 94582
Website: Click here
Phone: (925) 479-6400

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