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GreatSchools Rating

Dougherty Valley High School

Public | 9-12 | 1503 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 7 ratings
2011:
Based on 3 ratings
2010:
Based on 2 ratings

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18 reviews of this school


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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


Posted June 24, 2008

Overall good school in its first year. I'm optimistic and know that the kinks are being worked on.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

937

Change from
2011 to 2012

+15

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

9 / 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 2012

This school's
API score

937

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

+15

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

10 / 10

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

9 / 10

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

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

90 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
46%

2010

 
 
48%

2009

 
 
47%
Algebra II

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

112 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
99%

2010

 
 
100%

2009

 
 
96%
Biology/Life Sciences

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

481 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
94%

2010

 
 
94%

2009

 
 
95%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

587 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
88%

2010

 
 
87%

2009

 
 
89%
General Mathematics (Grades 6 & 7 Standards)

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

15 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
37%

2010

 
 
40%

2009

 
 
18%
Geometry

The state average for Geometry was 48% in 2012.

361 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
87%

2010

 
 
91%

2009

 
 
88%
Integrated/Coordinated Science 1

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

83 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
43%

2010

 
 
34%

2009

 
 
30%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

31 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
20%

2010

 
 
24%

2009

 
 
27%
Algebra II

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

274 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
80%

2010

 
 
77%

2009

 
 
74%
Biology/Life Sciences

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

89 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
76%

2010

 
 
61%

2009

 
 
59%
Chemistry

The state average for Chemistry was 51% in 2012.

365 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
90%

2010

 
 
83%

2009

 
 
78%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

493 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
83%

2010

 
 
79%

2009

 
 
79%
Geometry

The state average for Geometry was 17% in 2012.

67 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
35%

2010

 
 
43%

2009

 
 
44%
High School (Summative) Mathematics (Grade 9-11)

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

116 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
93%

2010

 
 
95%

2009

 
 
98%
Science

The state average for Science was 53% in 2012.

493 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
85%

2010

 
 
80%

2009

 
 
83%
World History

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

495 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
88%

2010

 
 
82%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
24%

2009

 
 
n/a
Algebra II

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

77 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
27%

2010

 
 
31%

2009

 
 
32%
Biology/Life Sciences

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

260 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
86%

2010

 
 
92%

2009

 
 
84%
Chemistry

The state average for Chemistry was 34% in 2012.

95 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
53%

2010

 
 
62%

2009

 
 
48%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

466 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
77%

2010

 
 
74%

2009

 
 
74%
Geometry

The state average for Geometry was 9% in 2012.

22 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
6%

2010

 
 
15%

2009

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

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

347 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
76%

2010

 
 
81%

2009

 
 
72%
Physics

The state average for Physics was 56% in 2012.

67 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
86%

2010

 
 
84%

2009

 
 
72%
U.S. History

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

463 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
83%

2010

 
 
83%

2009

 
 
81%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students35%
Females41%
Males30%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantagedn/a
Non-economically disadvantaged34%
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)19%
Parent education - college graduate41%
Parent education - graduate school/post graduate36%
Parent education - declined to state36%

Algebra II

All Students98%
Females100%
Males97%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 graduate95%
Parent education - graduate school/post graduate99%
Parent education - declined to staten/a

Biology/Life Sciences

All Students97%
Females96%
Males98%
African American82%
Asian97%
Filipino85%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
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)94%
Parent education - college graduate97%
Parent education - graduate school/post graduate98%
Parent education - declined to state91%

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 Students92%
Females94%
Males91%
African American82%
Asian95%
Filipino93%
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged70%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability93%
English learner18%
Fluent-English proficient and English only94%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)73%
Parent education - college graduate94%
Parent education - graduate school/post graduate97%
Parent education - declined to state84%

General Mathematics (Grades 6 & 7 Standards)

All Students13%
Femalesn/a
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only9%
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 Students86%
Females84%
Males88%
African American64%
Asian92%
Filipino79%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)63%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
Parent education - declined to state78%

Integrated/Coordinated Science 1

All Students31%
Females36%
Males28%
African Americann/a
Asian41%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)23%
Economically disadvantagedn/a
Non-economically disadvantaged33%
Students with disability12%
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduate46%
Parent education - graduate school/post graduate30%
Parent education - declined to state36%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students16%
Femalesn/a
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only18%
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 graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students79%
Females78%
Males80%
African Americann/a
Asian86%
Filipino87%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)65%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
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)47%
Parent education - college graduate79%
Parent education - graduate school/post graduate80%
Parent education - declined to state100%

Biology/Life Sciences

All Students83%
Females85%
Males82%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
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 graduate86%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Chemistry

All Students91%
Females89%
Males94%
African Americann/a
Asian93%
Filipino86%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only92%
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)81%
Parent education - college graduate94%
Parent education - graduate school/post graduate90%
Parent education - declined to state94%

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
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 Students89%
Females91%
Males88%
African American40%
Asian96%
Filipino89%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged82%
Non-economically disadvantaged89%
Students with disability36%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)71%
Parent education - college graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to state81%

Geometry

All Students46%
Females41%
Males51%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantagedn/a
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only45%
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 graduate49%
Parent education - graduate school/post graduate54%
Parent education - declined to staten/a

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

All Students99%
Females98%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged99%
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
Migrant educationn/a
Gifted and talented97%
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 graduate97%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Science

All Students91%
Females92%
Males89%
African American64%
Asian97%
Filipino86%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged92%
Non-economically disadvantaged91%
Students with disability57%
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate72%
Parent education - some college (includes AA degree)65%
Parent education - college graduate93%
Parent education - graduate school/post graduate95%
Parent education - declined to state85%

World History

All Students87%
Females86%
Males88%
African American54%
Asian95%
Filipino83%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged82%
Non-economically disadvantaged87%
Students with disability35%
Students with no reported disability89%
English learner45%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)69%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to state67%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students29%
Females30%
Males28%
African Americann/a
Asian36%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)32%
Economically disadvantagedn/a
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)25%
Parent education - college graduate23%
Parent education - graduate school/post graduate47%
Parent education - declined to staten/a

Biology/Life Sciences

All Students90%
Females92%
Males87%
African American87%
Asian95%
Filipino71%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
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 graduate91%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Chemistry

All Students74%
Females73%
Males75%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only74%
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 graduate62%
Parent education - graduate school/post graduate87%
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
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 Students84%
Females82%
Males85%
African American60%
Asian88%
Filipino79%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged54%
Non-economically disadvantaged84%
Students with disability47%
Students with no reported disability84%
English learner23%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)53%
Parent education - college graduate82%
Parent education - graduate school/post graduate93%
Parent education - declined to state64%

Geometry

All Students23%
Females27%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students80%
Females72%
Males87%
African Americann/a
Asian88%
Filipino61%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)63%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
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)58%
Parent education - college graduate77%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Physics

All Students93%
Females86%
Males96%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
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 graduate87%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

U.S. History

All Students86%
Females86%
Males86%
African American58%
Asian92%
Filipino93%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged38%
Non-economically disadvantaged88%
Students with disability44%
Students with no reported disability88%
English learner15%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)56%
Parent education - college graduate87%
Parent education - graduate school/post graduate93%
Parent education - declined to state64%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

497 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
99%

2010

 
 
98%

2009

 
 
97%
Math

The state average for Math was 84% in 2012.

496 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%

2009

 
 
98%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students98%
Females99%
Males98%
African American85%
Asian100%
Filipino100%
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to state100%
Economically disadvantaged100%
Non-economically disadvantaged98%
Economic Status Unknown93%
Students with disability90%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females100%
Males98%
African American89%
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to state100%
Economically disadvantaged100%
Non-economically disadvantaged99%
Economic Status Unknown100%
Students with disability89%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Asian 43% 8%
White 31% 28%
Multiple or No Response 9% 3%
Filipino 6% 3%
Hispanic or Latino 6% 49%
African American 5% 7%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 12%N/A24%
Students eligible for free or reduced-price lunch program 23%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Korean 43% 1%
Spanish 21% 85%
Farsi (Persian) 14% 0%
All other non-English languages 7% 1%
Dutch 7% 0%
Mandarin (Putonghua) 7% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 28N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 5N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 91%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

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

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