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Ocsa

Charter | 7-12

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 9 ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 7 ratings

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75 reviews of this school


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Posted June 28, 2014

I will tell all prospective students and parents that this school is hard but my 15 year-old daughter has been there 3 years and LOVES it! She never complains about the long commute every day. As a parent, you need to keep your student completely focused on academics, they can't procrastinate on projects or homework; my daughter says NO on the weekends a lot to friends that want to hang out, etc - she does find time to have fun on the weekends but it is only after all the homework is finished, chores are done, music lessons practiced, etc. OCSA is a college-prep school and not for everybody; some students would do better to stay in their neighborthood high school and not have the heavy conservatory load from 3-4:50 Monday through Thursday. It is a LONG day. OCSA is not perfect but the teaching staff is amazing, and the directors heading the conservatories are very good and expect their students to fully focus. OCSA is for independent kids that are very self-motivated, resilient, and very good at time management and organizational skills. My daughter will stay there until graduation - she loves the school and her teachers and conservatory directors and feels lucky to be there.
—Submitted by a parent


Posted June 28, 2014

Not a good place unless you can deal with disappointments. Arts teachers really play favorites - they don't care unless you adore them and give them compliments. Hard to stay motivated because a lot of the kids don't care anymore about improving their talents. They are just there to get through the academics. Some of the conservatories are a joke. Seriously, no one wants to hear suggestions - good place if you never complain. No one is ever supposed to say anything critical about ocsa. Seems like too many secrets are kept - everyone supposed to be happy all the time. We can't even complain about really bad teachers. Admin shut down or ignore any suggestions or comments from the students.


Posted June 27, 2014

Not a good school for kids who know the difference between right and wrong. Administration not interested in what is best for the students - they care far more about protecting the image/brand of the school and keeping the money flowing in. Really not interested in helping children with learning issues. Very secretive administration -- what are they hiding? Why have there been so many kids unhappy with their conservatory classes and end up leaving? Does anyone know where to find the data on this? Seems like a significant number of freshmen leave every year.
—Submitted by a parent


Posted April 28, 2014

My daughter is a junior and she has been at OCSA since 7th grade. I am very pleased with the school academically with the exception of math. The academic load is very challenging and students have to learn how to balance their academic and arts program. The only problem I have with the program is the lack of diversity in the staff and opportunities for ethnic students. They recently hosted a Motown show and there were about three black students in the show. I think they can do better.
—Submitted by a parent


Posted April 27, 2014

My daughter attending OCSA for 3 years already, I have to say OCSA is one of the best school there is in town. Everyone in this faculty is very good, The teachers teach in the way that all students are excited to study, academic and music. They teach in the fun way that students wants to learn. When my daughter is not doing so well. They have counselor to work with her, me, and the teachers to get her up to good grade again. Thanks to everyone in OCSA...
—Submitted by a parent


Posted March 3, 2014

OCSA is not for everyone but if your kid likes to be in an artistic environment, thinks out of the box and has a passion for his/her art, then this is the school you want. Many of the conservatory teachers are highly educated. That must be the reason for high tuition. As for academics it's like most other schools and it all depends on who you have as your teacher. My son studies more and has better academic grades since he got in. Being among other kids who have the same passion has made him work harder on his art. In his old school he was the only kid in his circle of friends who spent long hours every week on his art. Here, everyone is serious about their artistic field. I have heard that getting into some conservatories are extremely hard like Dance or Piano as they only accept a very limited number of students vs. larger conservatories like Musical Theater or Acting. My son thinks the main difference between OCSA and other schools is that kids here are nice to each other and there isn't much bullying. I think that might be the result of being able to express themselves. Appearance/dress code is not strict here. Overall it's a great school.
—Submitted by a parent


Posted February 10, 2014

Ocsa is a wonderful school and I highly recommend it to prospective students. The school gives a great chance to be exposed to possible jobs and hobbies. Many great students have come out of OCSA, both academically and culturally. I am grateful that they opened it up to middle schoolers, or else my daughter would have had to go to a nearby public school that just wasn't an option. Thank you OCSA for providing a safe, encouraging place for my daughter to learn and grow!


Posted February 4, 2014

My son has is a current sophomore in the Music & Theater conservatory. OCSA is themost AMAZING place. My son commutes up to 2 hrs EACH way to have the private to go here. The talent that the kids at this school possess is unbelievable. This school is no joke, the academics are intense (they are a school first)! The school makes no consessions for academics when it comes to any performances or any conservatory production or event, so you better be prepared. School days are long and if you are in a production those long days are even longer! My son is surrounded by his "people". He doesn't like school but he comes home and says "I love my school!" This makes all the sacrifices worth every minute! He has had the pleasure to be in incredible productions; an original play, and 2 Performing w/ the Pros working side by side with professional broadyway stars and Tony award winners! No other school has what OCSA has and we feel so grateful for this special school! Yes It's hard academically, yes it's competitive,Yes they need donations (if you have ever seen a show you'll understand) and YES, IT'S AMAZING!
—Submitted by a parent


Posted February 2, 2014

Mixed feelings, unfortunately the bad outweigh the good. We will start with the bad and end on the good note. Leadership - there is none, with just as much accountability, they see what they want to see Teachers - good ones, a few (sadly my D had seen more of her substitute teachers than her supposed staffed teachers, and most of the time the substitutes had no lesson plans Campus - (We won't even go there) Bullying - Don't be naive, bullying is everywhere even at OCHSA. Conservatory - Joke - Hasn't taught my D anything. Sure glad we paid thousands of dollars in tuition (ahem, donation) for her to get a top notch education in her art. (insert sarcasm). What I meant to say, sure glad we kept her in her private lessons! Bottom line.... this place is a business, administration is disconnected as they are focused on their "BRAND" more than what education they provide our kids with academically and creatively. I promised I'd end on a good note... I've met some really great parents, and kids (as well as some that I could have lived without meeting). All in all, enter at your own risk - there is no refund! Hope they change, as I'm sure there were good intentions originally.
—Submitted by a parent


Posted October 27, 2013

OCSA is well known as an "arts school" but it is also one of the top academic schools in Orange County, CA. My daughter enjoys going to school everyday even though they have long days that starts at 8:05am to 2:10pm for the academic portion then from 2:15 to 4:50pm for the conservatory arts. She is thriving not only in the academics but also improving her skills in leadership and the arts.
—Submitted by a parent


Posted January 30, 2013

I'm currently a senior at the Orange County School of the Arts, I've been a student there for five years now and I'm afraid to give it only two stars, by virtue of the fact that the only positive points with which I would reward the school are its rigorous academics, in-depth teaching and the vivacious nature of the student body. I feel as though the overall leadership that OCSA has received has significantly declined over the past three years. OCSA has, sadly, become highly corporate, draining money out of its students on a regular basis and shrouding their voices with the bureaucratic reign currently implicated. It's progressive facade is misleading and false. OCSA is just like every other private institution; taking advantage of talent for the sake of a buck at the expense of its students. The reason why all reviews on this website are positive is due to the fact that nearly all reviewers are new to the institution, or parents who don't see the inner-workings of the school. OCSA has done a lot of great things for me, but I have recently realized that digging deeper results in disappointment. The California education system is seriously messed up. OCSA is no exception.


Posted September 23, 2012

This is my second year at OCHSA and I absolutely love it! I am in the Creative Writing program and I love the CW classes and teachers. Their arts programs are wonderful as well as the academics. The teachers are amazing and really care about each student and want them to succeed. Everyone is very accepting of one another and there is very little bullying. I would recommend OCHSA to anyone with an interest in the arts!


Posted April 1, 2012

I currently attend OCHSA (I'm an eighth grader and I began this school year) although I've attended for less than a year, I absolutely love it here. I am in the Visual Arts conservatory and although I have no wish to continue in the VA field as I progress into adulthood, the art programs at this school are exceptional and in my opinion--the best! Although I've been a straight A student in all accelerated classes since I began middle school, the academics are still rigorous for me and my teachers teach at the perfect pace. The teachers here are all great (hilarious too), our principal is constantly bettering the school by purchasing new theaters and buildings for our school to thrive, and the parents are all involved considering that their child has the chance at becoming a successful artist in their field. Some conservatories complain about staying late or going to school over the weekends for rehearsals but it just depends on what conservatory you are in and if you are committed (which you should be because this school is a fantastic opportunity) you shouldn't mind. The people you meet here are amazing and talented. If you have a passion for the arts, you won't be disappointed!


Posted January 3, 2012

Choosing to attend this school was by far one of the best decisions of my short existence. I love this school and while it does has its flaws, the program that OCHSA offer is unique and superb. I know you are thinking that I am very biased, but keep in mind that OCHSA is my second home. Literally, I stay till 7pm for most of the nights, so I know the ins and outs. The academic program is strong and challenging. Lots of AP classes and IMP classes available. Diverse Course selection. Administration and Counselors are wonderful in nature and know what they're doing. The teachers are awesome. I don't know much about each conservatory runs though. Yes, as some below might point out, I have heard that some conservatories(MT) are lack luster, but that's because the MT department is hugeee and are more competitive. The smaller conservatories give more individual attention. On the more Student Life aspect, OCHSA is unique, as it promotes individuality and is a great fit for mis-fits and regulars. Oh, and there's the stairs we have to deal with. A total of 7 flights. But by now OCHSA kids are used to it..Eh! At least its a great exercise!


Posted December 10, 2011

I am going to be a graduating senior at OCHSA 2012 - and the people I'm surrounded with are incredible. My friends Are not only passionate, ambitious, interesting, but are genuinely wonderful people. I have so much hope when I regard my senior class - we are so open that we throw a spontaneous Pride event, we are so talented that I am constantly amazed, and so academically strong- ( My friend just got accepted into Stanford). There is no where else I'd rather be with such lovely teachers who have inspired me - and an unique atmosphere that I haven't fouind anywhere else. It isn't for anyone though, be prepared to go the extra mile to be successful here, and if you do - these really can be the best years of your life.


Posted December 3, 2011

OCHSA isn't for everyone, I must admit, but for those who don't normally fit in at a regular school, OCHSA is great! I have gone there for almost three years now, and I can't imagine myself anywhere else. The academics are pretty good (they get better year by year, I think) and the conservatories are great. I am in Creative Writing, and it is so great to have all those hours after school of practice. The conservatory teachers are great and they all have experience in the real world. My friends in other conservatories would agree. I think OCHSA is a miracle, and I recommend it to anyone who wishes to further their studies of the arts.


Posted October 3, 2011

I've mixed feelings. While I believe OCHSA offers features that traditional public schooling doesn't, several things are troublesome. First the good: overall there's a sense of inclusion, but beware there are still cliques & competitiveness within the conservatories is high. The difference is that overt bullying is NOT tolerated. The academics are of high quality, but sometimes the teaching ideologies are suspect. I've had to re-teach my child EVERY math lesson. So you may need to hire a tutor. As for the musical theater conservatory, this has been the biggest disappointment. The classes are fundamental in nature & performance opportunities limited. What isn't shared- there are performance fees for many of the programs (I'm not sure about all). It also appears that high school politics are alive & well in M&T. I.E., my child auditioned for a show, was called back, but didn't get cast- nothing unusual about that. Next show, auditioned, called back, but again nothing. However, my child auditioned for the exact same show at a professional regional theatre &was called back for a lead , was cast & will be paid. Cost, trng and perf opps in M &T are definitively sub-par.
—Submitted by a parent


Posted May 24, 2011

My daughter is finishing her first year at OCHSA and is thrilled to be there. It is a very hugh commitment both time wise and money wise but we were well aware of that from the many overviews and meetings we attended prior to the start of the school year. Your child will need to be highly motivated both academically and artistically and have good time management skills in order to deal with the time commitment. OCHSA definitely doesn't skimp on it's academics. The block scheduling helps and I love that the classes are innovative and allow the students to use their talents to complete assignments. But be prepared for your child to spend long hours rehearsing. I also like that for the most part my child is surrounded by students with the same goals and ambitions (college).. Sure there is drama bit it is high school. If I have any negative comments, it would be the lack of dress code. Some of the students dress inappropriately.. If you are sending your 7th grader here, they would need to be mature as there is not much separation between junior high and high school.
—Submitted by a parent


Posted May 19, 2011

OCHSA is a great school, but it serves a very specific cross-section of students. That isn't a bad thing, but it seems a lot of negative posters don't grasp this concept. If a student just wants to "cruise" through high school this is not the place to be. It rewards students who are extremely well-organized. I have taught at OCHSA for the past eight years, and have seen a dramatic improvement not only in the academic rigor of the regular school day, but in the organization of the conservatory classes which continue to implement realistic, goal-based, standards of performance. Private lessons are absolutely necessary...it's always been that way in music, it's just at OCHSA the classes to support those lessons are many in number, and the opportunities for students to incorporate their training in the context of their chosen art form is the primary reason for attending the school.
—Submitted by a teacher


Posted May 3, 2011

Ok parents of OCHSA kids. YOU bet your suppose to get training for your conservatory on top of the training you get at the school. You have to have a private teacher. How else will you kid be the best at what they love? Both by kids have a private teacher every week to help them master the violin. They do not know any other way. And we had to get math tutors to keep up with the hard fast paced classes. so what. Your kids would not want to be at any other school. My son a JR. is exhausted.. But he is prepared for college. NO hand holding at OCHSA the strong stay the weak go.
—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 2013.

This school's
API score

913

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

7 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

913

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

+5

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

10 / 10

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

7 / 10

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

The state average for Algebra I was 86% in 2013.

66 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
95%

2011

 
 
75%

2010

 
 
88%
English Language Arts

The state average for English Language Arts was 60% in 2013.

210 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
96%

2010

 
 
93%
Math

The state average for Math was 52% in 2013.

144 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%

2011

 
 
83%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

142 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
54%

2011

 
 
67%

2010

 
 
42%
English Language Arts

The state average for English Language Arts was 57% in 2013.

256 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
91%

2010

 
 
89%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

15 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
30%

2011

 
 
39%

2010

 
 
57%
Geometry

The state average for Geometry was 85% in 2013.

70 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
78%

2011

 
 
88%

2010

 
 
89%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

254 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
75%

2011

 
 
79%

2010

 
 
72%
Science

The state average for Science was 67% in 2013.

254 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
84%

2011

 
 
87%

2010

 
 
81%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

48 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
45%

2011

 
 
33%

2010

 
 
42%
Algebra II

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

51 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
77%

2011

 
 
80%

2010

 
 
84%
Biology/Life Sciences

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

374 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%

2011

 
 
87%

2010

 
 
88%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

377 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%

2011

 
 
94%

2010

 
 
95%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

213 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
59%

2011

 
 
57%

2010

 
 
52%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
18%

2011

 
 
23%

2010

 
 
n/a
Algebra II

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

191 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
40%

2011

 
 
54%

2010

 
 
40%
Biology/Life Sciences

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

12 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
67%

2011

 
 
84%

2010

 
 
78%
Chemistry

The state average for Chemistry was 46% in 2013.

284 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
63%

2011

 
 
60%

2010

 
 
58%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

375 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
88%

2011

 
 
89%

2010

 
 
89%
Geometry

The state average for Geometry was 15% in 2013.

64 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
20%

2011

 
 
37%

2010

 
 
21%
High School (Summative) Mathematics (Grade 9-11)

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

68 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
74%

2011

 
 
66%

2010

 
 
61%
Science

The state average for Science was 54% in 2013.

374 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%

2011

 
 
88%

2010

 
 
88%
World History

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

370 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
71%

2011

 
 
75%

2010

 
 
74%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

70 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
16%

2011

 
 
29%

2010

 
 
15%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
100%

2011

 
 
100%

2010

 
 
94%
Chemistry

The state average for Chemistry was 32% in 2013.

90 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
35%

2011

 
 
49%

2010

 
 
34%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

330 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
84%

2010

 
 
84%
Geometry

The state average for Geometry was 8% in 2013.

13 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
19%

2011

 
 
21%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

218 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
46%

2011

 
 
38%

2010

 
 
37%
Physics

The state average for Physics was 58% in 2013.

139 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
68%

2011

 
 
69%

2010

 
 
81%
U.S. History

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

329 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
77%

2011

 
 
80%

2010

 
 
79%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students87%
Females88%
Males87%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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 graduate93%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

English Language Arts

All Students95%
Females94%
Males96%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged87%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
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)81%
Parent education - college graduate97%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students86%
Females84%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged75%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
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)84%
Parent education - college graduate83%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students61%
Females65%
Males50%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged50%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only61%
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)52%
Parent education - college graduate63%
Parent education - graduate school/post graduate66%
Parent education - declined to staten/a

English Language Arts

All Students92%
Females94%
Males88%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged96%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
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)95%
Parent education - college graduate91%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students53%
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
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only53%
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 Students91%
Females90%
Males95%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
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 graduate88%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students85%
Females86%
Males82%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged83%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
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)75%
Parent education - college graduate84%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Science

All Students94%
Females95%
Males92%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged96%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only94%
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)92%
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students50%
Females54%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantagedn/a
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
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)45%
Parent education - college graduate62%
Parent education - graduate school/post graduate40%
Parent education - declined to staten/a

Algebra II

All Students70%
Females67%
Males80%
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)80%
Economically disadvantagedn/a
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and 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 graduate75%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Biology/Life Sciences

All Students82%
Females84%
Males80%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged81%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
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)85%
Parent education - college graduate79%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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 Students95%
Females96%
Males93%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged91%
Not economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
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)94%
Parent education - college graduate95%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students50%
Females49%
Males52%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged36%
Not economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
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)29%
Parent education - college graduate42%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All 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
Not 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 Students44%
Females42%
Males49%
African Americann/a
Asian65%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantagedn/a
Not economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
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)31%
Parent education - college graduate43%
Parent education - graduate school/post graduate51%
Parent education - declined to staten/a

Biology/Life Sciences

All Students75%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only75%
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

Chemistry

All Students70%
Females69%
Males73%
African Americann/a
Asian72%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged25%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
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)66%
Parent education - college graduate58%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students93%
Females93%
Males94%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged77%
Not economically disadvantaged94%
Students with disability57%
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only93%
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)92%
Parent education - college graduate92%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Geometry

All Students26%
Females27%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantagedn/a
Not economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only27%
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)31%
Parent education - college graduate30%
Parent education - graduate school/post graduate24%
Parent education - declined to staten/a

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

All Students72%
Females69%
Males79%
African Americann/a
Asian74%
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)75%
Economically disadvantagedn/a
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
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 graduate61%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Science

All Students87%
Females87%
Males89%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged73%
Not economically disadvantaged89%
Students with disability50%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
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)91%
Parent education - college graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

World History

All Students74%
Females69%
Males88%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged54%
Not economically disadvantaged76%
Students with disability46%
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
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)79%
Parent education - college graduate68%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All 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
Not 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 Students17%
Females19%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantagedn/a
Not economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)13%
Parent education - college graduate20%
Parent education - graduate school/post graduate16%
Parent education - declined to staten/a

Biology/Life Sciences

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
Not 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

Chemistry

All Students48%
Females40%
Males63%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged54%
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
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)29%
Parent education - college graduate49%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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 Students90%
Females92%
Males87%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged90%
Not economically disadvantaged90%
Students with disability69%
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)77%
Parent education - college graduate92%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Geometry

All Students0%
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
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
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 Students45%
Females41%
Males51%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged57%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability45%
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)42%
Parent education - college graduate40%
Parent education - graduate school/post graduate46%
Parent education - declined to staten/a

Physics

All Students74%
Females67%
Males84%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged60%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
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)59%
Parent education - college graduate78%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

U.S. History

All Students77%
Females72%
Males85%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged66%
Not economically disadvantaged78%
Students with disability69%
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)60%
Parent education - college graduate78%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

375 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 84% in 2013.

375 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
98%

2010

 
 
98%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino99%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state100%
Economically disadvantaged100%
Not economically disadvantaged100%
Economic Status Unknownn/a
Students with disability93%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females99%
Males100%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to state100%
Economically disadvantaged100%
Not economically disadvantaged99%
Economic Status Unknownn/a
Students with disability86%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 49%
Hispanic 22%
Asian 16%
Two or more races 9%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 11%N/AN/A
English language learners 0%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 11%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Awards

Academic awards received in the past 3 years
  • California Distinguished School Nominee (2009)
  • Best High Schools in America - Silver Medal recipient (2008)
  • Ranked 6th Best High School in Orange County (2008)

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • French
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
School leaders can update this information here.

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School basics

School start time
  • 8:10
School end time
  • 3:30 7-8 / 4:50
School Leader's name
  • Benjamin Wolf
Special schedule
  • Block scheduling
Fax number
  • (714) 664-0463

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Honors track
Foreign languages taught
  • French
  • Spanish

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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Sports

Boys sports
  • Taekwondo, Kickboxing, dance
Girls sports
  • Taekwondo, Kickboxing, dance

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production
School leaders can update this information here.

School culture

Dress Code
  • Dress code
School leaders can update this information here.

Apply

 

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.

 
Apply now
Notice an inaccuracy? Let us know!

1010 North Main Street
Santa Ana, CA 92701
Website: Click here
Phone: (714) 560-0900

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