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GreatSchools Rating

Saddleback High School

Public | 9-12

 

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Living in Santa Ana

Situated in an inner city neighborhood. The median home value is $230,000. The average monthly rent for a 2 bedroom apartment is $1,720.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted April 22, 2014

I was in the graduating class of the 80's. And I can truly say I loved attending Saddleback in my high school years. I have a son who attends Saddleback now who played football 9th -12th grade. And I was so disgusted in not seeing any parent involvement whatsoever in helping out with fundraisers or just giving a helping hand. These boys work their butts off and yet the parents are no where to be seen. The coaches try all they can but you still need parent involvement in supporting your kids if you want to make a difference. Hopefully 2014 will be a new start for the boys football team this year! Go Saddleback, never give up and always give it all you got.
—Submitted by a parent


Posted January 7, 2013

I was lucky enough to have an aunt that cared enough about me to put me in Saddle back High School. My Grades improved, I had friends, got involved with school activities and meet some wonderful friends. Thanks for a wonderful school year. Debbie Swails


Posted April 18, 2012

I was in the second graduating class at Saddleback High School in 1970. At that time this school was the best in Santa Ana building wise the teachers and administration were very good. If they have deteriorated it is because of both the city and state government not willing to invest in our children and where first budget cuts come to education. We didn't have a lot of money then either and a lot of the little things were donated by the parents at that time. It still has potential to be a great School


Posted May 27, 2011

When posting my review regarding the automated phone messages, I forgot to thank the young lady that did her best to help me with this matter. She did her best to resolve the situation and I thank her! It's not her fault that the people running the high-tech end of the school system have no common sense.


Posted May 24, 2011

When I went here in the late 90s, this place was a joke. I was placed in h.s. planning and driver's ed in 12th grade when I already had my license. I didn't bring anything to class and no teacher cared. Rolling Stones' t-shirts were considered "gang-affiliated" (Uh, I was a far cry from that) and I would run into teachers at Burger King when I just left the school because NO ONE CARED. I met people who were getting diplomas that couldn't speak English, let alone read it. (I figured English classes were a requirement for graduation, right?) I helped one poor girl get out of an English class that couldn't WRITE A SENTENCE, let alone an essay (let's just say free tutoring?? I was extremely bored). Some teachers were just sad to see. Waste of my time, this place was. I just tested out of school because THANK GOD I am an autodidact an didn't absorb SHS's nonsense. I really hope things are better now. :/ If this post is offending anyone, please delete it. I was just trying to give a head's up. I don't care that much.


Posted October 12, 2009

It is the best school in Santa Ana. It has really great teachers and there is nothing bad to say about Saddleback H.S
—Submitted by a student


Posted July 10, 2008

Well Im still a senior at Saddleback High School and have noticed that the school is deteriorating. I will put most of the blame on administration and students. I love the teachers I do find them motivated and are fully commited to trying to get the students to go to the best universities possible. Lastly I am proud to say Im a roadrunner!!
—Submitted by a student


Posted May 19, 2008

Unmotivated students, unmotivated teachers, unmotivated staff members. It just felt like a gloomy place where this aurora of lack of careness for education. Transferring out of Saddleback and to Segerstrom high was the best thing that happened to me.
—Submitted by a student


Posted February 27, 2008

the programs are good but the attiude of the staff is poor. their counselors, are just awful, poof attitude, talk down to parents and studnets difficult to deal with and talk to. they lack understanding, feeling and caring for the students
—Submitted by a parent


Posted July 24, 2007

the teachers were great the programs were verry help ful also business academy help me with my digital portfolio those have been the greatest times with Academy of business and technology
—Submitted by a student


Posted January 6, 2007

I graduated from shs in 2004 and I loved the time spent there. Shs has many programs to offer to the students. I was in the business academy and I learned so many useful techniques that have helped me out in the working world. Shs has what it takes to offer a successful education, it all the depends whether the student takes advantage of the opportunities given. Parent involvement is limited but in a hispanic community where parents have to work to support the family and have night shifts or no transportation it is difficult to attend many of the events. As in everything there is always good and bad but shs is a great school! If more donations and contributions were made towards shs the school would improve greatly. Out of all the santa ana public high schools shs is the best! Roadrunners are the best!
—Submitted by a former student


Posted May 21, 2006

I graduated from S.H.S. 2002. I think its a good school, it has many AP and honor classes. Some of the best teachers and programs are from the Spanish Department. Currently I'm going to CSUF and I haven't learned much in my spanish classes, I learned everything in S.H.S.
—Submitted by a former student


Posted May 15, 2006

The school itself and the special education plan is great. The attitude of the staff and they way they treat the students and parents I do not like, very unprofessional and poor attitutdes.
—Submitted by a parent


Posted August 30, 2005

Saddle Back is a great School!
—Submitted by a student


Posted August 6, 2005

Once a student of SHS, I am proud to say that the school has high academic standards for all of its students. It is important to note that SHS is populated ethnically diverse, and thus has made many adjustments to accomodate some of the students--this, in my opinion allows for students to be exposed to different parts of the world through their peers. The honors program and AP program are top-notch, most students who enroll in these courses end up in some of the best schools in SoCal and in the US; incuding: UCLA, USC, UCB, Stanford, Cornell, NYU, Boston Uni.
—Submitted by a former student


Posted March 31, 2005

I have found the Saddleback staff difficult to reach unless you actually go to the school. Also, they are inconsistent on absences. My son has skipped a lot of classes since January and I did not find out about any of it until the end February. I had spent over two weeks calling daily leaving messages for any counsler regarding my son with no response. I finally had to go to take time off work and go to the school and meet with the assistant principal before I had control of the situation.
—Submitted by a parent


Posted March 15, 2005

The quality is adequate. Several different types of extracurricular activities are available to students. Parent involvement is limited.
—Submitted by a former student


Posted March 15, 2005

One of my child attended this school it was a big disappointment when it came to administration. it was hard trying to schedule appt w/principal. the counselors when we had questions about how we can send our daughter to colleges getting scholarship it was just hard making appts or even getting them on the phone. overall personnel were rude. they'll be chatting within themselves never ask if they could be of assistance.
—Submitted by a parent


Posted May 9, 2004

I think Saddleback High School is a grate school but they need more teachers and more peole to clean the school after hours and befor school hours because its dirtty and they need to give it a new paoint or just renew the school because some classes smell and have stains in them and most of all they should pay more attention to the Cheer squad because they never say thank you to them when they cheer at a game or when they win for school spirt si that is what I think about the school but most of all renew it and more attention to th cheer squad
—Submitted by a student


Posted April 11, 2004

I am currently a teacher here. Our students are respectful and kind but they want everyone else to do their work for them. Our classes with class size reduction are under 20. Other classes suffer for this and have around 40. We have almost no administrative backing and the students realize this and use it to there advantage. Teachers are blamed for students poor grades, even though we bend over backwards offering tutoring and support. There is almost no school spirit. Our school district has mis-managed millions and now the students and staff are suffering for this. Absolutely unfare! The students have no respect for their school surroundings so our campus looks like a dump. Four years ago I would have ranked us a 4, not anymore.
—Submitted by a teacher


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

642

Change from
2012 to 2013

-16

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

642

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

-16

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)

2 / 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)

5 / 10

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

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

185 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
12%

2011

 
 
18%

2010

 
 
18%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

80 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
48%

2011

 
 
49%

2010

 
 
47%
Earth Science

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

354 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
15%

2011

 
 
15%

2010

 
 
20%
English Language Arts

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

400 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
29%

2011

 
 
26%

2010

 
 
33%
General Mathematics (Grades 6 & 7 Standards)

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

27 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
17%

2010

 
 
13%
Geometry

The state average for Geometry was 45% in 2013.

212 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
20%

2011

 
 
20%

2010

 
 
31%
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.

62 students were tested at this school in 2013.

2013

 
 
59%

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.

50 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
5%

2011

 
 
6%

2010

 
 
3%
Algebra II

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

183 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
38%

2011

 
 
38%

2010

 
 
30%
Biology/Life Sciences

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

398 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
12%

2011

 
 
15%

2010

 
 
13%
Chemistry

The state average for Chemistry was 46% in 2013.

100 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
32%

2011

 
 
34%

2010

 
 
18%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
English Language Arts

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

459 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
24%

2011

 
 
28%

2010

 
 
19%
Geometry

The state average for Geometry was 15% in 2013.

222 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
4%

2011

 
 
4%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

458 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
23%

2011

 
 
31%

2010

 
 
21%
World History

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

506 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
15%

2011

 
 
15%

2010

 
 
15%
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

 
 
8%

2010

 
 
6%
Algebra II

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

207 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
10%

2011

 
 
16%

2010

 
 
11%
Biology/Life Sciences

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

45 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
60%

2011

 
 
19%

2010

 
 
25%
Chemistry

The state average for Chemistry was 32% in 2013.

227 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
25%

2011

 
 
17%

2010

 
 
12%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
16%
English Language Arts

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

349 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
33%

2011

 
 
26%

2010

 
 
20%
Geometry

The state average for Geometry was 8% in 2013.

73 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
3%

2011

 
 
2%

2010

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

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

74 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
29%

2011

 
 
33%

2010

 
 
27%
Physics

The state average for Physics was 58% in 2013.

22 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
31%

2011

 
 
20%

2010

 
 
9%
U.S. History

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

377 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
32%

2011

 
 
25%

2010

 
 
22%
World History

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

2013

 
 
n/a

2012

 
 
0%

2011

 
 
n/a

2010

 
 
17%
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 Students5%
Females8%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability6%
English learner5%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Algebra II

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

Biology/Life Sciences

All Students66%
Females53%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate57%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)77%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students18%
Females13%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged24%
Students with disability6%
Students with no reported disability20%
English learner8%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

English Language Arts

All Students39%
Females40%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged45%
Students with disability18%
Students with no reported disability39%
English learner8%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate35%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learner0%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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 Students12%
Females12%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability12%
English learner2%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented38%
Parent education - not a high school graduate11%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

World History

All Students59%
Females50%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate61%
Parent education - high school graduate69%
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 Students4%
Females5%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability4%
English learner6%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
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 Students18%
Females15%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability18%
English learner4%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate14%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)13%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students12%
Females10%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantaged28%
Students with disability3%
Students with no reported disability14%
English learner4%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

Chemistry

All Students27%
Females23%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented44%
Parent education - not a high school graduate22%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students22%
Females20%
Males24%
African Americann/a
Asian36%
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability22%
English learner1%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate18%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)24%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Geometry

All Students1%
Females3%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged1%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learner1%
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate1%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)4%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students27%
Females23%
Males31%
African Americann/a
Asian36%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability27%
English learner11%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate21%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)31%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

World History

All Students14%
Females11%
Males18%
African Americann/a
Asian27%
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)n/a
Economically disadvantaged14%
Non-economically disadvantaged24%
Students with disability2%
Students with no reported disability16%
English learner2%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate12%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)13%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students4%
Females3%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability5%
English learner6%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talented17%
Parent education - not a high school graduate4%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students47%
Females57%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learner6%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
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 Students10%
Females7%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged12%
Students with disabilityn/a
Students with no reported disability10%
English learner6%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talented55%
Parent education - not a high school graduate8%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Earth Science

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

English Language Arts

All Students25%
Females27%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged50%
Students with disability17%
Students with no reported disability25%
English learner4%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate17%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

Geometry

All Students4%
Females0%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability4%
English learner5%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate0%
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 Students19%
Females18%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented55%
Parent education - not a high school graduate9%
Parent education - high school graduate19%
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 Students46%
Females33%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate18%
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

U.S. History

All Students24%
Females16%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged45%
Students with disability12%
Students with no reported disability25%
English learner4%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate19%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

520 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%

2011

 
 
71%

2010

 
 
69%
Math

The state average for Math was 84% in 2013.

521 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
75%

2011

 
 
73%

2010

 
 
72%
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 Students68%
Females70%
Males66%
Gender Unknownn/a
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged68%
Non-economically disadvantaged69%
Economic Status Unknownn/a
Students with disability20%
Tested with modificationsn/a
English learner46%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students70%
Females71%
Males70%
Gender Unknownn/a
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged71%
Non-economically disadvantaged67%
Economic Status Unknownn/a
Students with disability26%
Tested with modificationsn/a
English learner56%
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
Hispanic 96%
Asian 2%
White 2%
American Indian/Alaska Native 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 88%N/AN/A
English language learners 39%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Dance teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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by verifying community responses, adding program highlights
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Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
Visual arts
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Jazz band
Performing and written arts
  • Dance

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
School facilities
  • Access to sports fields
  • Gym
  • Swimming pool
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Robert Laxton
Fax number
  • (714) 513-2911

Resources

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Art room
  • Cafeteria
  • Gym
  • Library
  • Music room
  • Swimming pool
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Visual arts
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Jazz band
Performing arts
  • Dance
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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2801 South Flower
Santa Ana, CA 92707
Website: Click here
Phone: (714) 513-2900

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