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Santa Fe High School

Public | 9-12

 

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Living in Santa Fe Springs

Situated in a suburban neighborhood. The median home value is $300,000. The average monthly rent for a 2 bedroom apartment is $1,470.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted October 24, 2013

My husband and I graduated from Santa Fe High in "87" my son "2012" and my daughter "2013 and I have a freshmen this year. I personally had a great experience at this high school and I am glad my kids were able to experience what a Great School Santa Fe High is.
—Submitted by a parent


Posted May 2, 2013

santa fe high school its a god school and im happy my son goes here
—Submitted by a parent


Posted November 5, 2012

I graduated from SFHS in 1959. I was a member of the Varsity Club and was active in several sports. My Class size was 365 at graduation. As the school was fairly new we did not have a "staid" faculty and most of them didn't know their subjects very well. But they had good hearts and did their best, and I'm the better for it today. I went onto school afterward, the US Navy, Vietnam, marriage, family, a successful business career, and many children and grandchildren. In my day, however, there wasn't a fence around the school, and there were no overweight classmates; obesity did not exist. Michael Thomas Class of '59


Posted July 16, 2011

Santa Fe High School is one of those schools where you just can't help but say "WOW!" There are many activities, clubs, academic mentoring, and caring faculty and staff. I will be an incoming senior this year and I would like to take this time to address the parents who feel that the Senior Project is "too much." Yes, the senior project is a very intense, time consuming, and stressful project...but, we as students of Santa Fe High School should raise our standards and MAKE time for important work such as the Senior Project. Many parents are saying their child(s) do not have enough time to do their project, but, I would like to note that I have been in band for 3 years, FBLA for 3 years, Tennis for 3 years, key club for 2 years, an academic tutor for 1 year, Link crew 2 years, and will be enrolled in ASB and Principal's Honor Court for this coming year. Not to mention that I have maintained an average of a 3.8 unweighted GPA. Students CAN make time to do all their work and activities! All they have to do is be organized, never give up, and strive to be the best no matter what.
—Submitted by a student


Posted July 6, 2010

I don't know how the school is now, but when I was attending it was horrible, the counselors where a joke, and the teachers were just there to collect a pay check. I learned more in my junior high than I did in that high school. I graduated in 1999, I hope the administration there has changed, because my class was a joke.


Posted April 28, 2010

This is a great school. I feel so welcome every time i go to this school. The teachers there couldnt do any better then they all ready do.
—Submitted by a student


Posted November 21, 2009

I am a parent of a recent grad (09) from Santa Fe. I've read several comments about the Senior Project and I disagree. My son struggled with the field hours, paper, and presentation, while balancing varsity football (he was a starter), and ASB. As a result, he is having an excellent first year in college. He's told me several times that the lessons he learned from the Senior Project: time management, honing his writing skills, and working with his mentor (who was flaky at first, but my son learned how to be assertive and direct in order to get what he needed from him) provided the skills he needed to succeed his freshman year; in fact, he has said that his senior year was harder. Yes, the Project is stressful, but doable---with your encouragement and support.
—Submitted by a parent


Posted November 9, 2009

My son is a Senior this year and whom I am very proud. He has good teachers, however, when I attended the Senior Project meeting, I just thought to myself 'Oh my God, how and when in the world are they suppose to do all of this work'. I thought it was kind of a little too much with all they have going as a Senior. My son has excellent grades, but I can imagine someone who is struggling and on top of that have this project and community time? I think the school goes a little overboard with this. Let them concentrate more on getting the grades and be able to graduate.
—Submitted by a parent


Posted December 8, 2008

I am a current student. The curriculum is average in my opinion, with overall great teachers. I believe that thier should be more of a variety of AP classes and honor classes. The school needs to maintain its trash problems, making it mandatory for students to pick up thier trash. Everyday I see trash everywhere and its ironic because there are trash cans everywhere to put trash in. The other concern is the seinor project. It is a good way to prepare students for college but is ridiculous, the term paper is fine, but the fieldwork adds stress to the seinor year. The teachers have great knowledge, but some are mediocre and should be replaced.The use of cellphones should be only be used after school, because it distracts the learning environment. No leaving if a student has already entered school from 8-9AM should be implemented.
—Submitted by a parent


Posted December 1, 2008

I have 3 children that have graduated from Santa Fe and 1 that is currently a student there now. Over all, this is an excellent school. There is one area that I think needs some big changes - that's the Senior Project. My kids were all honor students and they had jobs too. The 15 hours of 'field work' is absolutely ridiculous. Not to mention, it's very difficult to find an adult that has the time to mentor. I have sat up with my kids in tears over their grades being affected by a mentor that flaked out. 2 of my 3 kids missed the Distinguished Award, due to mentor problems. I don't believe the kids grades should be affected by the irresponsibility of another person, and I'd really like to see these 'field work' hours changed in a way which makes the kids solely responsible for their own grades.
—Submitted by a parent


Posted June 6, 2008

We use many approaches to allow the students to be successful in graduating from high school and passing the necessary tests.
—Submitted by a teacher


Posted April 25, 2008

*Awesome* activities... The Student Government rocks, and the athletics are phenomenal. On top of all that, academics are great. Best. School. Ever.
—Submitted by a student


Posted January 28, 2008

The best thing about this school is that the teachers are young and they understand the kids. I like the idea that they participate on the school activies such as the pep rally and lipsynic. This kind of activies motivates the kids.
—Submitted by a parent


Posted July 13, 2007

The thing I like about this school is all the honors and AP classes you have to choose from. Also, the counselors are there to guide you every step of the way. They will remind you about at least 4 times a year about what you need to graduate and are there to lead us to a great future. Every year, we achieve our goals to increase our API scores by hyping up the kids with spirit and getting them prepared correctly. Not to mention that it was recognized in Newsweek as part of the top 5% of more than 24,000 schools in the country, and is now a California Distiguished School.
—Submitted by a student


Posted April 29, 2006

Santa Fe High School benefits from a selection of AP and Honors courses. The school is one of the better public high schools in L.A.
—Submitted by a student


Posted April 25, 2006

My comments on the academic program was not the best I have seen
—Submitted by a parent


Posted January 8, 2006

My son attend santa fe. His freshmen yr.Classes were good along with the sports.Seem to be a clean campus as well.
—Submitted by a parent


Posted December 1, 2005

Santa Fe High School is an amazing school. Its school spirit is high, students have a lot of pride in their school. Academics are taken seriously, and progress is reached year after year. There are many sports and clubs to take part in, as well as extracurricular activities around the community. The music and arts program is extensive, placing high in band competitions, and they are both a big part of campus life. Parents are very involved, with booster clubs, and every school event is a big blur of black and gold.
—Submitted by a student


Posted August 9, 2005

This school offers a variety of extra-curricular activities for the children; they interact with all students. The educational process for the children is great. The teachers and students interact with each other in helping all the students. My children fill as though the school is interested in how they are doing and encourgage everyone to continue with their education and look towards the future. I am very pleased with how this school has turned around the outlook on schools for my children
—Submitted by a parent


Posted April 20, 2005

Santa Fe High is a wonderful school. I have 2 children there and they have excelled. The teachers are very committed to their students, they prepare their students to enter the higher education system. I believe parent participation is high, based on the many parents I have spoken to.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

821

Change from
2012 to 2013

+11

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

821

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

+11

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

8 / 10

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

9 / 10

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

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

356 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
41%

2011

 
 
42%

2010

 
 
37%
Algebra II

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

73 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
100%
Biology/Life Sciences

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

598 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
59%

2011

 
 
61%

2010

 
 
60%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

623 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
56%

2011

 
 
58%

2010

 
 
58%
General Mathematics (Grades 6 & 7 Standards)

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

19 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

162 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
57%

2011

 
 
70%

2010

 
 
62%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

120 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
25%

2011

 
 
11%

2010

 
 
8%
Algebra II

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

200 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
81%

2011

 
 
81%

2010

 
 
68%
Biology/Life Sciences

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

51 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
46%

2011

 
 
41%

2010

 
 
50%
Chemistry

The state average for Chemistry was 46% in 2013.

405 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
48%

2011

 
 
44%

2010

 
 
37%
Earth Science

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

50 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
48%

2011

 
 
38%

2010

 
 
26%
English Language Arts

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

628 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
53%

2011

 
 
49%

2010

 
 
51%
Geometry

The state average for Geometry was 15% in 2013.

244 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
18%

2011

 
 
28%

2010

 
 
10%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
84%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

620 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
60%

2011

 
 
57%

2010

 
 
51%
World History

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

613 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
48%

2011

 
 
44%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

71 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
13%

2011

 
 
3%

2010

 
 
7%
Algebra II

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

248 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
44%

2011

 
 
44%

2010

 
 
29%
Biology/Life Sciences

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

154 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
53%

2011

 
 
69%

2010

 
 
51%
Chemistry

The state average for Chemistry was 32% in 2013.

79 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
22%

2011

 
 
25%

2010

 
 
26%
Earth Science

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

39 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
52%

2011

 
 
40%

2010

 
 
38%
English Language Arts

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

618 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
48%

2011

 
 
50%

2010

 
 
41%
Geometry

The state average for Geometry was 8% in 2013.

110 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
13%

2011

 
 
8%

2010

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

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

162 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
67%

2011

 
 
61%

2010

 
 
57%
Physics

The state average for Physics was 58% in 2013.

312 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
76%

2011

 
 
69%

2010

 
 
65%
U.S. History

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

620 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
56%

2011

 
 
64%

2010

 
 
54%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students50%
Females54%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantaged52%
Students with disability9%
Students with no reported disability53%
English learner24%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)52%
Parent education - college graduate55%
Parent education - graduate school/post graduate73%
Parent education - declined to state48%

Algebra II

All Students92%
Females91%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged96%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)96%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students67%
Females64%
Males71%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged65%
Non-economically disadvantaged75%
Students with disability20%
Students with no reported disability70%
English learner45%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)69%
Parent education - college graduate82%
Parent education - graduate school/post graduate71%
Parent education - declined to state71%

Earth Science

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

English Language Arts

All Students71%
Females71%
Males70%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged70%
Non-economically disadvantaged72%
Students with disability21%
Students with no reported disability72%
English learner24%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)78%
Parent education - college graduate81%
Parent education - graduate school/post graduate77%
Parent education - declined to state71%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students72%
Females74%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged72%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate72%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)73%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to state77%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students26%
Females25%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability26%
English learner16%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)41%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students73%
Females70%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate77%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)62%
Parent education - college graduate72%
Parent education - graduate school/post graduaten/a
Parent education - declined to state85%

Biology/Life Sciences

All Students57%
Females48%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students45%
Females38%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged43%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability45%
English learner9%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate44%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)41%
Parent education - college graduate69%
Parent education - graduate school/post graduate44%
Parent education - declined to state52%

Earth Science

All Students40%
Females24%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability45%
English learner33%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students57%
Females57%
Males56%
African American55%
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged55%
Non-economically disadvantaged63%
Students with disability0%
Students with no reported disability58%
English learner10%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate52%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)62%
Parent education - college graduate78%
Parent education - graduate school/post graduate71%
Parent education - declined to state69%

Geometry

All Students26%
Females21%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability26%
English learner17%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented44%
Parent education - not a high school graduate31%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)21%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

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

Science

All Students56%
Females48%
Males65%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged54%
Non-economically disadvantaged68%
Students with disability8%
Students with no reported disability57%
English learner14%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate49%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)65%
Parent education - college graduate69%
Parent education - graduate school/post graduate65%
Parent education - declined to state63%

World History

All Students44%
Females33%
Males54%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged42%
Non-economically disadvantaged53%
Students with disability14%
Students with no reported disability44%
English learner8%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate40%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)49%
Parent education - college graduate59%
Parent education - graduate school/post graduate48%
Parent education - declined to state43%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students7%
Females10%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability8%
English learner5%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students44%
Females46%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged45%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability45%
English learner56%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduate45%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)41%
Parent education - college graduate64%
Parent education - graduate school/post graduate36%
Parent education - declined to state36%

Biology/Life Sciences

All Students54%
Females45%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability55%
English learner13%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate46%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)68%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students21%
Females16%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learner0%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students46%
Females41%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learner0%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate27%
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 Students46%
Females45%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged44%
Non-economically disadvantaged58%
Students with disability8%
Students with no reported disability47%
English learner3%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate43%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)52%
Parent education - college graduate58%
Parent education - graduate school/post graduate50%
Parent education - declined to state39%

Geometry

All Students13%
Females10%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability13%
English learner8%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)5%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

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

All Students70%
Females63%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged68%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate61%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)78%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to state56%

Physics

All Students77%
Females74%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged75%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability77%
English learner40%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate74%
Parent education - high school graduate80%
Parent education - some college (includes AA degree)80%
Parent education - college graduate68%
Parent education - graduate school/post graduate82%
Parent education - declined to state72%

U.S. History

All Students55%
Females46%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged54%
Non-economically disadvantaged60%
Students with disability10%
Students with no reported disability57%
English learner18%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate53%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)57%
Parent education - college graduate61%
Parent education - graduate school/post graduate74%
Parent education - declined to state45%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

640 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
86%

2010

 
 
85%
Math

The state average for Math was 84% in 2013.

624 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%

2011

 
 
91%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students90%
Females92%
Males88%
Gender Unknownn/a
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)81%
Declined to staten/a
Economically disadvantaged89%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disability47%
Tested with modificationsn/a
English learner58%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students93%
Females92%
Males93%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Declined to staten/a
Economically disadvantaged92%
Non-economically disadvantaged94%
Economic Status Unknownn/a
Students with disability61%
Tested with modifications0%
English learner78%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 90%
White 6%
Black 2%
Asian 1%
American Indian/Alaska Native 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 73%N/AN/A
English language learners 8%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Kevin Jamero
Fax number
  • (562) 868-8277

Resources

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

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10400 S. Orr And Day Road
Santa Fe Springs, CA 90670
Phone: (562) 698-8121

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