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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
481 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
587 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
361 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
274 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
365 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
493 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
493 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
495 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
466 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
347 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
463 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 35% |
| Females | 41% |
| Males | 30% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 36% |
| All Students | 98% |
| Females | 100% |
| Males | 97% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 99% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 96% |
| Males | 98% |
| African American | 82% |
| Asian | 97% |
| Filipino | 85% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | 91% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 94% |
| Males | 91% |
| African American | 82% |
| Asian | 95% |
| Filipino | 93% |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 18% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | 84% |
| All Students | 13% |
| Females | n/a |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 84% |
| Males | 88% |
| African American | 64% |
| Asian | 92% |
| Filipino | 79% |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 78% |
| All Students | 31% |
| Females | 36% |
| Males | 28% |
| African American | n/a |
| Asian | 41% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 33% |
| Students with disability | 12% |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 30% |
| Parent education - declined to state | 36% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 16% |
| Females | n/a |
| Males | 23% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 78% |
| Males | 80% |
| African American | n/a |
| Asian | 86% |
| Filipino | 87% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 100% |
| All Students | 83% |
| Females | 85% |
| Males | 82% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 89% |
| Males | 94% |
| African American | n/a |
| Asian | 93% |
| Filipino | 86% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 94% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 88% |
| African American | 40% |
| Asian | 96% |
| Filipino | 89% |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 89% |
| Students with disability | 36% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 81% |
| All Students | 46% |
| Females | 41% |
| Males | 51% |
| African American | n/a |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | n/a |
| All Students | 99% |
| Females | 98% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Students with no reported disability | 99% |
| English learner | n/a |
| Fluent-English proficient and English only | 99% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 92% |
| Males | 89% |
| African American | 64% |
| Asian | 97% |
| Filipino | 86% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 91% |
| Students with disability | 57% |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 85% |
| All Students | 87% |
| Females | 86% |
| Males | 88% |
| African American | 54% |
| Asian | 95% |
| Filipino | 83% |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 87% |
| Students with disability | 35% |
| Students with no reported disability | 89% |
| English learner | 45% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 67% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 30% |
| Males | 28% |
| African American | n/a |
| Asian | 36% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 92% |
| Males | 87% |
| African American | 87% |
| Asian | 95% |
| Filipino | 71% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 73% |
| Males | 75% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 82% |
| Males | 85% |
| African American | 60% |
| Asian | 88% |
| Filipino | 79% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 84% |
| Students with disability | 47% |
| Students with no reported disability | 84% |
| English learner | 23% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 64% |
| All Students | 23% |
| Females | 27% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 72% |
| Males | 87% |
| African American | n/a |
| Asian | 88% |
| Filipino | 61% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 86% |
| Males | 96% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 86% |
| Males | 86% |
| African American | 58% |
| Asian | 92% |
| Filipino | 93% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 88% |
| Students with disability | 44% |
| Students with no reported disability | 88% |
| English learner | 15% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 64% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
497 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
496 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 98% |
| Females | 99% |
| Males | 98% |
| African American | 85% |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 99% |
| Declined to state | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 93% |
| Students with disability | 90% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 99% |
| Females | 100% |
| Males | 98% |
| African American | 89% |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 99% |
| Declined to state | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 100% |
| Students with disability | 89% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 56% | 11% | ||
| White | 26% | 27% | ||
| Black | 6% | 7% | ||
| Hispanic | 6% | 51% | ||
| Two or more races | 5% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 5% | N/A | 54% |
| English language learners 2 | 2% | N/A | 24% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 5 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|
Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
10550 Albion Rd.
San Ramon,
CA 94582
Website: Click here
Phone: (925) 479-6400
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