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Teacher quality
Principal leadership
Parent involvement
This school has really turned it around since it opened. The educational opportunities have been excellent for my daughter, the teachers and her counselor are very involved and responsive. My daughter is very involved in her education as well . The sports are improving here, girls basketball, cross country, and track. The fine arts department, including the Choir department is excellent. There are some seriously talented kids at this school! The leadership shown by the teachers and the principle have been a great influence on my daughter. But, with that said, It's the kids that really make the school, not the other way around! We are very happy with Golden Valley.
—Submitted by a parent
This school lacks leadership in all areas. This school has the lowest test scores of all the schools in the District. The athletic programs have improved in the areas of cross country and track but all the others are in terrible shape including the major sports such as football, basketball, soccer, softball, and baseball. The majority of staff members do not like working for the principal. Discipline is also a major concern at this school as bullying, drugs, and theft are issues. Besides a few bright students at this school, the majority of students have behavoral and academic issues. This school is rather new and looks nice but the people who run this school are far from it.
—Submitted by a parent
If you look at the ratings, the lowest rating is attributed to parental involvement. By the time these kids reach high school, teachers only see these kids 35-45 minutes a day. Realistically, is that enough time to handle ALL of the problems listed? Get real. Most of the teachers work hard and are asked to do a lot for these kids, i.e. IP, after-school activities, etc. Parents need to be involved early on in their child's education...quit blaming others for a child's lack of achievement. Take some ownership and accept that you as a parent need to be more involved. Furthermore, Athletics are EXTRA-curricular. Quite ruining football, basketball, and other games by yelling, screaming, and blaming refs or coaches for a childs poor performance. Not all of these kids area getting full-ride scholarships so quit acting like these kids are pros. Atheltics is EXTRA- curricular.
The most diverse school in the Valley! This school started off in rough water, as conflicts arose in its first few years, but since than a lot has changed. There is no fear on campus. The students feel safe, they cannot remember the last time they have seen a fight. The parents in this valley just want to believe that this is a bad school, because of what happened when it first opened, but if they were to open their eyes and compare it to every other school in the valley, they would realize that it is the best school there. This school shows the most respect to other schools, and has the most class, this school has worked hard to get ride of its "ghetto valley" image and has succeeded above all expectations. and to anyone who says that drugs are a problem at GVHS, they need to get their facts right. Drugs are a major issue at many schools, not Golden Valley, ask students if they know anyone thats been expelled for drugs, than go to Canyon High and ask a student the same question...
—Submitted by a student
Our first graduates this year will finish their four years at Gerogetown, UCLA, UCSB, UCSD and other quality universities. Go Grizzlies!
—Submitted by a parent
GV had over 80 graduating seniors receive awards for academic, athletic and artistic excellence at the school level, district level, city level and State level. Our seniors were awarded several thousand dollars in scholarship money and are attending schools such as UCSD, UCBerkley, Colorado State, CSUN, UCLA and many, many more. This reflects our students hard work and the dedication of faculty and staff! Don't knock your kids school. Be a part of the school community and make it the school you want it to be for your child! Go Grizzlies and Go GVHS!
—Submitted by Karla Putzeys-Lund, a parent
This is a school that lacks the proper leadership in all areas. Drugs are a severe problem on campus. Fighting and stealing is common. Discipline is a major problem as administrators do nothing to combat drugs, defiance, bullying, or theft. This is a poorly runned school which does need a complete change from the very top.
—Submitted by a parent
Thisschool has some serious issues. Theft is a major problem at this school. This school also lacks adequete supervision. Parent participation, administrative staff, athletics need major improvement across the board. This school is not recommended for people who want a safe environment for their kids.
—Submitted by a parent
Highly disfunctional school in the area of athletics. Safety and Security is also a major concern at this school. Discipline, theft, and drug issues need to be cleaned up.
—Submitted by a parent
Golden Valley does cater to the small amount of A.P. and Honers students. The majority of the students seem to be ESL, Special Ed, and the general student body who really struggle with academics. Discipline is a main concern as the people who run the school do not have consequences to set the tone. This school does not have any direction and lacks the discipline to maintain a safe environment for all the students. This school is a new school and the grounds on this campus appear to be damaged or vandalized often. The athletic facilities are not large enough to even handle the football team such as a small weight room. The principal has no idea how to run a athletic program, the ability to hire good coaches, or hire people to run it and it shows. This school needs a tremendous amount of help and overhaul.
—Submitted by a parent
This school offers no leadership from the top. This school continues to have no direction or organization. The majority of the staff and athletic coaches are very unhappy and the administration does not provide any discipline or consequences necessary to provide a safe environment for the students or staff. I am very displeased with the overall direction of this school and especially the athletic programs have been a disgrace to the community and the school district. Golden Valley needs a new leader to run this school and the current administration is just terrible. My son has been bullied often and has had several items stolen while on campus. I have also found out that the athletic teams have several theft and bullying issues go untouched by the proper leadership at this top. I do not recommend this school in any way. This a school with severe discipline issues.
—Submitted by a parent
The staff at this school is obviously oblivious, I was told by my child that a student at school was being attacked by other students on a somewhat regular basis. The student was attacked by fellow classmates and not one teacher, teachers aid, yard supervisor, or any other staff saw any of these incidents. The assailants even video taped these brutal physical assaults and placed them online. This is extremely scary. Scary for my child, whom was not involved, scary for future incidents, scary for the boy himself. This is supposed to be a school where I can trust my child is being taken care of as if he were their own, yet I am honestly dumbfounded and appalled at the staffs negligence in this situation. It's a sad world we live in when you child isn't even safe at school due to lack of supervision. This is a very sad
—Submitted by a parent
We have the best kids and the best staff out of any school. GVHS is still a pretty new school but we outshine the rest of them that have been around for ages. We got CDS in our 3rd year open and our basketball team won the championship last year. Go GVHS!
—Submitted by a teacher
My son has had a great experience at Golden Valley HS. This will be his second year there and he's looking forward to school starting. Being a Distinguished school in such a short period of time speaks volumes. I believe it is the only Distinguished HS in the Hart District. Our sport teams are improving and I appreciate a school that holds students to a certain GPA to participate. GO Grizzly s!!!
—Submitted by a parent
I have not seen more disorganized school in my life time.I wish they would reline the school district so my son could attend Canyon High or any other high school besides Golden Valley.
—Submitted by a parent
I have been teaching for 12 years and have never met a more dedicated group of educational professionals. Golden Valley staff always put students' needs first.
—Submitted by a teacher
As a student at Golden Valley, I have to say that i really love this school. The teachers are great, the campus is nice, and the people are friendly. I've almost completed my third year at GV, only one week left until summer! and i honestly think that it is the best school in the Hart district. Our sports aren't the best, but we have amazing arts programs. If only the administration would lighten up on the seniors a little, the prank was a lot of fun and it didn't harm the school at all. Oh yeah, and Mrs. Snyder did an amazing job with the school and even though i only spoke to her for the first time yesterday, I'll miss her as our principal.
—Submitted by a student
I am Teacher at GVHS. As a staff member from the very first day, I was and still am quite honored to be a part of it. Our admin, despite what ANYONE may write or say, is top notch and has put together an outstanding school as evidenced by our CDS distinction. Go Big Gold!
—Submitted by a teacher
Congratulations to Golden Valley for being recognized as a California distinguished school. The only school in California history to achieve such an honor in only three years after opening its doors. Also congratulations to Golden Valley's first graduating class. I was there for the schools first graduation ceremony which I thought was very good for being the schools first. Go Grizzlies!
—Submitted by a parent
This school needs drastic improvement! I understand that it's a new school and I do give it some leeway for that. The decision making process at this school is atrocious. The turnover rate of the athletic coaches is very high because they get no support what so ever. My child is going to a very well respected 4 year college and I had to do it all on my own. The administration needs to be thoroughly trained. The school's first graduation was this past week and it was a total bomb. Teachers were good but administration needs huge improvements. This school doesn't hold a candle to the other high schools in the Santa Clarita valley.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
240 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
316 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
531 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
175 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
248 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
495 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
512 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
21 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
514 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
530 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
224 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
200 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
521 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
30 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
556 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 18% |
| Females | 11% |
| Males | 23% |
| African American | 23% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 20% |
| Students with disability | 16% |
| Students with no reported disability | 18% |
| English learner | 12% |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 5% |
| All Students | 78% |
| Females | 64% |
| Males | 90% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 8% |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | 4% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 48% |
| Females | 38% |
| Males | 56% |
| African American | 23% |
| Asian | 88% |
| Filipino | 70% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 55% |
| Students with disability | 22% |
| Students with no reported disability | 54% |
| English learner | 20% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 35% |
| All Students | 61% |
| Females | 63% |
| Males | 60% |
| African American | 48% |
| Asian | 90% |
| Filipino | 87% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 71% |
| Students with disability | 26% |
| Students with no reported disability | 64% |
| English learner | 19% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 47% |
| All Students | 4% |
| Females | 0% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 5% |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | 5% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 47% |
| Males | 42% |
| African American | 42% |
| Asian | 50% |
| Filipino | 76% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 33% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 17% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 6% |
| Females | 7% |
| Males | 5% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 8% |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | 4% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 2% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 29% |
| Females | 37% |
| Males | 22% |
| African American | 12% |
| Asian | 59% |
| Filipino | 48% |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 30% |
| Students with disability | 0% |
| Students with no reported disability | 31% |
| English learner | 5% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | 31% |
| All Students | 53% |
| Females | 53% |
| Males | 54% |
| African American | 40% |
| Asian | 76% |
| Filipino | 81% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 65% |
| Students with disability | 20% |
| Students with no reported disability | 58% |
| English learner | 17% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | 39% |
| All Students | 25% |
| Females | 27% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 58% |
| Males | 49% |
| African American | 43% |
| Asian | 74% |
| Filipino | 88% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 64% |
| Students with disability | 15% |
| Students with no reported disability | 56% |
| English learner | 17% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 33% |
| All Students | 15% |
| Females | 6% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | n/a |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 59% |
| Males | 64% |
| African American | 57% |
| Asian | 81% |
| Filipino | 91% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 73% |
| Students with disability | 38% |
| Students with no reported disability | 63% |
| English learner | 29% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 46% |
| All Students | 45% |
| Females | 35% |
| Males | 53% |
| African American | 37% |
| Asian | 68% |
| Filipino | 75% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 52% |
| Students with disability | 29% |
| Students with no reported disability | 46% |
| English learner | 20% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 27% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 1% |
| Females | 0% |
| Males | 2% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 4% |
| Students with disability | 0% |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 13% |
| Males | 17% |
| African American | 14% |
| Asian | n/a |
| Filipino | 27% |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 15% |
| Students with disability | 8% |
| Students with no reported disability | 15% |
| English learner | 29% |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 10% |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 89% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 77% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 43% |
| Males | 57% |
| African American | 27% |
| Asian | 92% |
| Filipino | 71% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | n/a |
| All Students | 12% |
| Females | n/a |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 61% |
| Males | 50% |
| African American | 45% |
| Asian | 85% |
| Filipino | 75% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 64% |
| Students with disability | 15% |
| Students with no reported disability | 58% |
| English learner | 16% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 33% |
| All Students | 3% |
| Females | 0% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 47% |
| Males | 51% |
| African American | 25% |
| Asian | 80% |
| Filipino | 46% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 37% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 48% |
| Males | 52% |
| African American | 48% |
| Asian | 78% |
| Filipino | 63% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 58% |
| Students with disability | 16% |
| Students with no reported disability | 55% |
| English learner | 13% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 42% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
541 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
538 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 85% |
| Females | 89% |
| Males | 82% |
| African American | 78% |
| Asian | 100% |
| Filipino | 97% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | 74% |
| Students with disability | 54% |
| Tested with modifications | n/a |
| English learner | 61% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 89% |
| Females | 90% |
| Males | 88% |
| African American | 78% |
| Asian | 100% |
| Filipino | 100% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 74% |
| Students with disability | 59% |
| Tested with modifications | n/a |
| English learner | 69% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 41% | 49% | ||
| White | 35% | 28% | ||
| African American | 9% | 7% | ||
| Asian | 7% | 8% | ||
| Filipino | 6% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 14% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 30% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 82% | 85% | ||
| Korean | 5% | 1% | ||
| Filipino (Pilipino or Tagalog) | 4% | 1% | ||
| Arabic | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Assyrian | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Polish | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 91% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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27051 Robert C. Lee Parkway
Santa Clarita,
CA 91321
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