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GreatSchools Rating

Golden Valley High School

Public | 9-12 | 2181 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 7 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted April 14, 2012

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


Posted April 9, 2012

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


Posted May 18, 2011

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.


Posted January 20, 2011

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


Posted October 13, 2010

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


Posted May 25, 2010

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


Posted May 6, 2010

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


Posted April 28, 2010

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


Posted April 15, 2010

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


Posted April 12, 2010

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


Posted April 2, 2010

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


Posted March 26, 2010

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


Posted September 16, 2009

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


Posted July 19, 2009

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


Posted January 27, 2009

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


Posted December 22, 2008

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


Posted May 30, 2008

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


Posted May 25, 2008

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


Posted July 5, 2007

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


Posted June 12, 2007

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.

About these ratings

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

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

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

This school's
API score

781

Change from
2011 to 2012

+11

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • 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 met all student subgroup API targets for 2012

This school's
API score

781

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

+11

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

6 / 10

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

8 / 10

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

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

240 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
11%

2010

 
 
17%

2009

 
 
22%
Algebra II

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

59 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
86%

2010

 
 
91%

2009

 
 
75%
Biology/Life Sciences

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

58 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
27%

2010

 
 
6%

2009

 
 
37%
Earth Science

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

316 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
40%

2010

 
 
41%

2009

 
 
31%
English Language Arts

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

531 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
56%

2010

 
 
65%

2009

 
 
52%
General Mathematics (Grades 6 & 7 Standards)

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

60 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
13%

2010

 
 
3%

2009

 
 
20%
Geometry

The state average for Geometry was 48% in 2012.

199 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
44%

2010

 
 
41%

2009

 
 
69%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

175 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
3%

2010

 
 
6%

2009

 
 
13%
Algebra II

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

248 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
51%

2010

 
 
44%

2009

 
 
18%
Biology/Life Sciences

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

495 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
61%

2010

 
 
47%

2009

 
 
48%
Chemistry

The state average for Chemistry was 51% in 2012.

20 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
16%

2010

 
 
53%

2009

 
 
21%
Earth Science

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

14 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
34%

2010

 
 
29%

2009

 
 
15%
English Language Arts

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

512 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
54%

2010

 
 
47%

2009

 
 
48%
Geometry

The state average for Geometry was 17% in 2012.

64 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
6%

2010

 
 
9%

2009

 
 
19%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
81%

2011

 
 
89%

2010

 
 
65%

2009

 
 
65%
Science

The state average for Science was 53% in 2012.

514 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
61%

2010

 
 
58%

2009

 
 
53%
World History

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

530 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
43%

2010

 
 
39%

2009

 
 
41%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

72 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
4%

2010

 
 
13%

2009

 
 
5%
Algebra II

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

224 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
22%

2010

 
 
4%

2009

 
 
6%
Biology/Life Sciences

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

105 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
83%

2010

 
 
71%

2009

 
 
67%
Chemistry

The state average for Chemistry was 34% in 2012.

200 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
21%

2010

 
 
32%

2009

 
 
12%
Earth Science

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

17 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
17%
English Language Arts

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

521 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
56%

2010

 
 
53%

2009

 
 
41%
Geometry

The state average for Geometry was 9% in 2012.

30 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
3%

2010

 
 
7%

2009

 
 
13%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
49%

2011

 
 
49%

2010

 
 
43%

2009

 
 
38%
Physics

The state average for Physics was 56% in 2012.

68 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
65%

2010

 
 
76%

2009

 
 
56%
U.S. History

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

556 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
58%

2010

 
 
52%

2009

 
 
47%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students18%
Females11%
Males23%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged16%
Non-economically disadvantaged20%
Students with disability16%
Students with no reported disability18%
English learner12%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)17%
Parent education - college graduate21%
Parent education - graduate school/post graduate31%
Parent education - declined to state5%

Algebra II

All Students78%
Females64%
Males90%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino57%
White (not Hispanic)93%
Economically disadvantaged60%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
Parent education - college graduate90%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Biology/Life Sciences

All Students14%
Females8%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability15%
English learner4%
Fluent-English proficient and English only50%
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 state8%

Earth Science

All Students48%
Females38%
Males56%
African American23%
Asian88%
Filipino70%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged39%
Non-economically disadvantaged55%
Students with disability22%
Students with no reported disability54%
English learner20%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate36%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)43%
Parent education - college graduate59%
Parent education - graduate school/post graduate74%
Parent education - declined to state35%

English Language Arts

All Students61%
Females63%
Males60%
African American48%
Asian90%
Filipino87%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged48%
Non-economically disadvantaged71%
Students with disability26%
Students with no reported disability64%
English learner19%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate43%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)55%
Parent education - college graduate76%
Parent education - graduate school/post graduate86%
Parent education - declined to state47%

General Mathematics (Grades 6 & 7 Standards)

All Students4%
Females0%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantaged5%
Students with disability0%
Students with no reported disability7%
English learner5%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate8%
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 Students45%
Females47%
Males42%
African American42%
Asian50%
Filipino76%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged37%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability46%
English learner33%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate38%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)34%
Parent education - college graduate57%
Parent education - graduate school/post graduate61%
Parent education - declined to state17%

Integrated/Coordinated Science 1

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students6%
Females7%
Males5%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)5%
Economically disadvantaged3%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability7%
English learner4%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)2%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Algebra II

All Students29%
Females37%
Males22%
African American12%
Asian59%
Filipino48%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)27%
Economically disadvantaged28%
Non-economically disadvantaged30%
Students with disability0%
Students with no reported disability31%
English learner5%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate17%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)20%
Parent education - college graduate37%
Parent education - graduate school/post graduate48%
Parent education - declined to state31%

Biology/Life Sciences

All Students53%
Females53%
Males54%
African American40%
Asian76%
Filipino81%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged37%
Non-economically disadvantaged65%
Students with disability20%
Students with no reported disability58%
English learner17%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate29%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)56%
Parent education - college graduate72%
Parent education - graduate school/post graduate66%
Parent education - declined to state39%

Chemistry

All Students25%
Females27%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only26%
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

Earth Science

All Students43%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students54%
Females58%
Males49%
African American43%
Asian74%
Filipino88%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged38%
Non-economically disadvantaged64%
Students with disability15%
Students with no reported disability56%
English learner17%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate28%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)53%
Parent education - college graduate72%
Parent education - graduate school/post graduate80%
Parent education - declined to state33%

Geometry

All Students15%
Females6%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged14%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
Parent education - some college (includes AA degree)17%
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 Students81%
Femalesn/a
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students61%
Females59%
Males64%
African American57%
Asian81%
Filipino91%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged44%
Non-economically disadvantaged73%
Students with disability38%
Students with no reported disability63%
English learner29%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate39%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)62%
Parent education - college graduate82%
Parent education - graduate school/post graduate75%
Parent education - declined to state46%

World History

All Students45%
Females35%
Males53%
African American37%
Asian68%
Filipino75%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged33%
Non-economically disadvantaged52%
Students with disability29%
Students with no reported disability46%
English learner20%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate29%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)46%
Parent education - college graduate60%
Parent education - graduate school/post graduate59%
Parent education - declined to state27%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students1%
Females0%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)8%
Economically disadvantaged0%
Non-economically disadvantaged4%
Students with disability0%
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)5%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students14%
Females13%
Males17%
African American14%
Asiann/a
Filipino27%
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged15%
Non-economically disadvantaged15%
Students with disability8%
Students with no reported disability15%
English learner29%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)14%
Parent education - college graduate10%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

Biology/Life Sciences

All Students84%
Females89%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Economically disadvantaged69%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate50%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)85%
Parent education - college graduate96%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Chemistry

All Students51%
Females43%
Males57%
African American27%
Asian92%
Filipino71%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged49%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate41%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)36%
Parent education - college graduate58%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Earth Science

All Students12%
Femalesn/a
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only13%
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 Students56%
Females61%
Males50%
African American45%
Asian85%
Filipino75%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged42%
Non-economically disadvantaged64%
Students with disability15%
Students with no reported disability58%
English learner16%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate29%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)54%
Parent education - college graduate71%
Parent education - graduate school/post graduate72%
Parent education - declined to state33%

Geometry

All Students3%
Females0%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only4%
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)9%
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 Students49%
Females47%
Males51%
African American25%
Asian80%
Filipino46%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)47%
Economically disadvantaged48%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)30%
Parent education - college graduate57%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Physics

All Students41%
Females37%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
White (not Hispanic)43%
Economically disadvantaged46%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)35%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students50%
Females48%
Males52%
African American48%
Asian78%
Filipino63%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged37%
Non-economically disadvantaged58%
Students with disability16%
Students with no reported disability55%
English learner13%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate25%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)46%
Parent education - college graduate66%
Parent education - graduate school/post graduate78%
Parent education - declined to state42%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

541 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
85%

2010

 
 
81%

2009

 
 
85%
Math

The state average for Math was 84% in 2012.

538 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
84%

2010

 
 
81%

2009

 
 
86%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students85%
Females89%
Males82%
African American78%
Asian100%
Filipino97%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Declined to staten/a
Economically disadvantaged77%
Non-economically disadvantaged92%
Economic Status Unknown74%
Students with disability54%
Tested with modificationsn/a
English learner61%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students89%
Females90%
Males88%
African American78%
Asian100%
Filipino100%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged83%
Non-economically disadvantaged94%
Economic Status Unknown74%
Students with disability59%
Tested with modificationsn/a
English learner69%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 114%N/A24%
Students eligible for free or reduced-price lunch program 230%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 6N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 91%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

27051 Robert C. Lee Parkway
Santa Clarita, CA 91321
Website: Click here
Phone: (661) 298-8140

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