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GreatSchools Rating

Maria Carrillo High School

Public | 9-12 | 1599 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

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24 reviews of this school


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Posted June 19, 2014

This is a white trash school. Terrible administration, unfriendly kids. If you want to do well, you will have to have to be self-motivated because no one can or will help you. Montgomery isn't that much better though, so if you live in the district, I feel truly sorry for you.


Posted March 26, 2014

If you are choosing between schools, this is probably not a good school to pick. We've experienced a lot of teachers here and while some are very good, most are terrible. This problem stems from the schools leadership. The principle is one of the most arrogant people you will ever meet and is obviously not involved in communicating with parents or teachers. If he were, there would be better organization and accountability in the teaching ranks. Same class, different teachers, different agendas. Doesn't make sense. The athletic program is even worse. They have 2 AD's yet neither can organize a sports program that promotes communication, good coaching, or care for all of the programs. One AD is an arrogant know it all and the other tries to hide from any work. This has to be the worst all around athletic program in Santa Rosa. A friend of ours is in the Carrillo district and never even attempted to have their kids attend that school. They are fairly hooked up in the school community and knew what the problems would be. I literally believe that the top people at the school are coasting their way to a paycheck. I wasn't surprised to see all of these bad reviews. When is change?
—Submitted by a parent


Posted January 23, 2014

RACISM. I attended this school, People were racist. Arrogant. Teachers never defended me. A teacher once yelled at me- and I told the my counselor. You know what she said; she said " He comes from the business field." Who says that to a student?! This school was segregated. I was bullied. I understand you shouldn't hold things back, you need to forgive people. Because racism is arrogance, stupidity. I say that as a life coach, Psyc Major. Its WRONG. I rather send my child to a liberal school where people can learn information about what is REALLY going on in this world. I could have gone to a university but my counselor told me I couldn't, when I had the grades! She just didnt believe in me. A teenager & a child shouldn't go through something like this. It scars them for life. I understand bullying is just low self esteem & cowardice. I am over it personally, I live in LA . But for those who want your child to have a good school experience, send them to Montgomery. Arrogance is not bliss. Your child should live in an open mind. There is a bigger world out there. The world will chew them up if they do not develop self confidence and self esteem first hand.
—Submitted by a student


Posted January 15, 2014

Our child is extremely strong academically and has been able to thrive in this school's conventional approach so that suited us well. In general, the teachers have been good, though some seem to teach the students to do things mechanically rather than really understanding, but ones like that are in the minority. The band program continues to be strong. The one drastic weekness is the leadership in the administration - in our opinion have been unhelpful and demonstrated astonishingly poor judgment, hence the low leadership score we gave.
—Submitted by a parent


Posted August 11, 2012

I attended this school for 3 and a half years. I had many troubles with math and never got further than I thought I would. I had only one teacher that was a great help for me throughout my whole high school career. The teachers are mostly rude and the campus student body was very rude in accepting me as a homosexual student. All in all, the school, the teachers, the administration spend too much time trying to help kids that don't need it and give all the bad attention to the kids who don't need it.


Posted March 7, 2012

Even had a consoler grag that good students are afraid to miss a day sick because they are sick and afraid of falling behind. Sham on you fro creating this enviornment. 25% of first year algebra students fail. Yet the school takes no responsibility. Once a kid falls behind or has a bad week, forget it. They get demotivated and are labeled as either not having the ability or are lazy. Unless you are in creative arts, they have no desire to create a well rounded education. Three hours of home work nightly? Way too much if you have any outside activities. Good schools and good teachers can create good results with a reasonable work load. Poor schools and poor teachers need to use a high work load and take some responsability to help motivate not demean and demotivate.
—Submitted by a parent


Posted July 3, 2011

I am a parent of a recent graduate who is a good student but struggled at the school. This school is very "in the box" if you have a student who doesn't fit the "I am very disciplined and work very hard mode" then this is probably not the school for your child. There is not a lot of support or understanding for students that don't fit their mold. Some of the academic classes are taught at AP class level and some classes are taught at college level. This may be a good thing for the upper 5-10% of students but not for the remaining. Previous responses were correct the survey classes are for the behavioral kids. Very disappointed, my youngest will not be attending high school here. The only thing that saved my student was the advocacy teacher-most of the other teachers could have cared less. Forget about the counselors-they are too overworked and not very helpful. This is public school and unless we vote for more taxes to help it will only get worse. :(
—Submitted by a parent


Posted October 4, 2009

Maria Carillo provides a solid and challenging academic education and has many high quality, caring teachers. The drama department and the cross country/track teams are fantastic. MCHS has been very effective at preparing my own kids for a brilliant college carreer. After four years at MCHS, my children successfully got into top colleges. Thank you MCHS!
—Submitted by a parent


Posted December 4, 2008

MCHS is an outstanding public school where most staff and teachers and counselors really care about the students if your students themselves care about their commitment to education and parents care about supporting their kids. Your students will then be much better prepared for the vigorous work and expectations of college level. So parents and students, don't complain but instead get involved yourself and work hard and you will get what you work for! I have two girls who graduated from MCHS with top honors and are doing well in college because they worked hard, and of course with the help and support from the teachers/staff.. They got the most out of their time at MCHS.
—Submitted by a parent


Posted November 25, 2008

I am a recently graduated alumnus of Maria Carrillo High School and it provided me with the best education in the Santa Rosa area that I could have possibly hoped for. After my freshman year at nearby Rancho Cotate High, an abysmal school in Rohnert Park, I transferred to Carrillo. The performing arts and music programs are exceptional (I especially recommend the choir program, in which the teacher is truly dedicated to music and her students), the academics are challenging and beyond adequately prepare students for college, and the sports are very good without disrupting academic life. The staff, with notable standouts, really care about the students and become mentors to them through and beyond high school. The clubs are well-rounded, there is a lack of violence in and around the school, the arts and sports are excellent, and the school excels academically- it was a superlative high school experience.
—Submitted by a student


Posted May 29, 2008

I attend Maria Carrillo and I am currently finishing up a year where I took AP Chemistry, Honors English, Honors World History, and Trigonometry (I am only a sophomore). I do have trouble keeping up acceptable grades, and the teachers expect WAY more from you than at other high schools. The campus is lovely, and the littering problem has been getting better. There is a recycling club, and it also helps with the litter. The clubs present are very well-rounded; there is a Swing dance club, a Chess club, the Junior Statesman of America, Amnesty International, the Travel Club, and various other clubs. The student body does not have much school spirit, though. Instead, they engage in world affairs by selling peace t-shirts, and informing every one of what is happening in the world, and what we can do to change it. The athletics are top-notch.
—Submitted by a student


Posted March 3, 2008

MCHS is an excellent, academic oriented high school. However, it is too crowded because students from other areas want to attend Maria Carrillo. The school is 'maxed out' each year and this impacts the student/teacher ratio. The school likes the additional ADA money so they are just fine with the additional students. The school lacks good classes for its B & C students and these kids seem to fall by the wayside. The principal seems to also only care about the honors and AP students and the schools API scores.
—Submitted by a parent


Posted February 29, 2008

MCHS is an outstanding high school with just outstanding teachers, administration, academics and sports. I maintain 4.0 GPA with 1 Honors and 2 AP classes and love the challenge! A wide variety of sports plus classes suitable for anyone with three different tiers. As a student I have seen many students who don't do their work, they are rude to the teachers, etc...and they struggle. If they signed up for academic (normal) classes and did their work theres no question that MCHS could be a breeze for them. I highly recommend MCHS despite what some parents have said on here. To compare what a parent said 2 months ago; 'The difference between AP and Academic is very slim'...Your child must not be in an AP class. AP Classes at MCHS have up to 2 hours of homework a night compared to 10-30 minutes of homework in an Academic class. ;)
—Submitted by a student


Posted December 27, 2007

If you child is not academically focused you may want to consider choosing another school. My second child is having a very difficult time at Maria Carrillo. There is very little support for the child who needs extra help with home/in class work. There are three levels of classes you can take at this school. First being AP, second academic, and third being survey. The difference between AP and academic is very slim and the survey classes are just holding stations for disciplinary problems. No average child that is struggling would want to be put in one of the survey classes. That leaves very little choice for that child.
—Submitted by a parent


Posted November 8, 2007

My son entered this school as a junior. He came from an academic high school, so we thought the schools would be similar. There are three tiers of core classes: AP, academic and survey. The survey classes are generally warehouses for students with discipline problems. The principal has chronic poor parent communication; we only receive a quarterly mailed newsletter, despite his ongoing collection of parent e-mails and stated interest of communicating electronically. The school website is virtually useless, and has never used the posted calendar to inform users. For example, when homecoming was postponed there was no announcement about the cancellation or a new date. Parent involvement focuses on raising money for undefined goals. The school has some dedicated teachers who demonstrate creativity and commitment to help students reach their goals.
—Submitted by a parent


Posted April 23, 2006

This is a great high school! however, some of the teachers are liberal, burned-out, 60s dopeheads that seem to think it is their goddess given mission in life to indoctrinate the students with socialist ideology. The christian and conservative students have a field day with these useful idiots. The best part though, is that the good teachers are really good, and the principal is top notch. It is a demanding cirriculum, especially considering that this is a public high school. Excellent college prep courses, and test scores comparable with the best in southern marin county. I don't regret having my kid attend this school. You could do a lot worse elsewhere.
—Submitted by a parent


Posted March 22, 2006

Strong and challenging English curriculum. Wonderful instumental music program. Rigorous college prep emphasis. Great Honors and AP teachers.
—Submitted by a parent


Posted March 22, 2006

Our son is in his third year of MCHS and our family thinks highly of the school. The majority of the teachers are excellent and they encourage the students to push themselves. The Principal, Vice Principal and Assistant Principal are great also.
—Submitted by a parent


Posted November 29, 2005

Maria Carrillo High School is too over crowded, which causes some students to feel left behind. If you child is extrmemly smart he or she will do well. The class size is way too big and it is more like herding cattle. So if you like being treated like a number this school is for you.
—Submitted by a parent


Posted June 12, 2005

Maria Carrillo High School is a good school, but can be too hard for some kids. The school does offer after school tutoring though.
—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

866

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

6 / 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

866

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

+2

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)

9 / 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)

6 / 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.

230 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
41%

2011

 
 
45%

2010

 
 
42%
Algebra II

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

20 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
100%

2011

 
 
100%

2010

 
 
90%
Biology/Life Sciences

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

100 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%

2011

 
 
91%

2010

 
 
94%
Earth Science

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

337 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
67%

2011

 
 
69%

2010

 
 
61%
English Language Arts

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

420 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
83%

2010

 
 
76%
General Mathematics (Grades 6 & 7 Standards)

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

57 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
3%

2011

 
 
22%

2010

 
 
15%
Geometry

The state average for Geometry was 45% in 2013.

137 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
76%

2011

 
 
92%

2010

 
 
91%
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.

18 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
42%

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.

71 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
26%

2011

 
 
14%

2010

 
 
32%
Algebra II

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

111 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
70%

2011

 
 
73%

2010

 
 
68%
Biology/Life Sciences

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

279 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
73%

2011

 
 
72%

2010

 
 
74%
Chemistry

The state average for Chemistry was 46% in 2013.

68 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
85%

2010

 
 
98%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

355 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
74%

2010

 
 
69%
Geometry

The state average for Geometry was 15% in 2013.

140 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
35%

2011

 
 
38%

2010

 
 
44%
High School (Summative) Mathematics (Grade 9-11)

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

23 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
90%

2011

 
 
95%

2010

 
 
95%
Science

The state average for Science was 54% in 2013.

351 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%

2011

 
 
78%

2010

 
 
80%
World History

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

342 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
70%

2011

 
 
67%

2010

 
 
69%
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.

12 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
27%

2011

 
 
13%

2010

 
 
11%
Algebra II

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

129 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
37%

2011

 
 
35%

2010

 
 
40%
Biology/Life Sciences

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

50 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
73%

2011

 
 
86%

2010

 
 
60%
Chemistry

The state average for Chemistry was 32% in 2013.

183 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
59%

2011

 
 
58%

2010

 
 
71%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
16%
English Language Arts

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

397 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
72%

2011

 
 
76%

2010

 
 
67%
Geometry

The state average for Geometry was 8% in 2013.

86 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
8%

2011

 
 
14%

2010

 
 
6%
High School (Summative) Mathematics (Grade 9-11)

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

121 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
82%

2011

 
 
84%

2010

 
 
89%
Physics

The state average for Physics was 58% in 2013.

36 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
80%

2011

 
 
81%

2010

 
 
39%
U.S. History

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

403 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
64%

2011

 
 
68%

2010

 
 
59%
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 Students55%
Females52%
Males57%
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)59%
Economically disadvantaged46%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate46%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)48%
Parent education - college graduate56%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Algebra II

All Students85%
Femalesn/a
Males82%
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)82%
Economically disadvantagedn/a
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students88%
Females83%
Males92%
African Americann/a
Asian93%
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)92%
Economically disadvantagedn/a
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
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)67%
Parent education - college graduate94%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Earth Science

All Students69%
Females66%
Males74%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged47%
Not economically disadvantaged76%
Students with disability29%
Students with no reported disability76%
English learner27%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate36%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)64%
Parent education - college graduate75%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

English Language Arts

All Students83%
Females85%
Males82%
African Americann/a
Asian97%
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)90%
Economically disadvantaged63%
Not economically disadvantaged88%
Students with disability50%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate52%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)70%
Parent education - college graduate89%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students15%
Females9%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged9%
Not economically disadvantaged18%
Students with disability15%
Students with no reported disability13%
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 graduaten/a
Parent education - some college (includes AA degree)5%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students87%
Females93%
Males82%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged75%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)78%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

All Students42%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)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 Students29%
Females43%
Males21%
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)31%
Economically disadvantaged23%
Not economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only32%
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)24%
Parent education - college graduate30%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Algebra II

All Students72%
Females74%
Males70%
African Americann/a
Asian83%
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)68%
Economically disadvantagedn/a
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate74%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Biology/Life Sciences

All Students70%
Females70%
Males71%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged44%
Not economically disadvantaged76%
Students with disability28%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate37%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)72%
Parent education - college graduate73%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Chemistry

All Students93%
Females89%
Males95%
African Americann/a
Asian88%
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)93%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only93%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate95%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students78%
Females83%
Males73%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged43%
Not economically disadvantaged84%
Students with disability63%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate33%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)72%
Parent education - college graduate80%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Geometry

All Students45%
Females41%
Males49%
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)44%
Economically disadvantaged39%
Not economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)52%
Parent education - college graduate39%
Parent education - graduate school/post graduate48%
Parent education - declined to staten/a

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

All Students91%
Females92%
Males91%
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)92%
Economically disadvantagedn/a
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and 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 graduate92%
Parent education - declined to staten/a

Science

All Students83%
Females82%
Males84%
African American64%
Asian92%
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)86%
Economically disadvantaged55%
Not economically disadvantaged87%
Students with disability56%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate59%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)83%
Parent education - college graduate83%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

World History

All Students73%
Females67%
Males80%
African American50%
Asian88%
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)79%
Economically disadvantaged47%
Not economically disadvantaged78%
Students with disability43%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate44%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)66%
Parent education - college graduate77%
Parent education - graduate school/post graduate85%
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 Students8%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students35%
Females31%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged29%
Not economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)30%
Parent education - college graduate34%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Biology/Life Sciences

All Students90%
Females85%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only90%
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 graduate89%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Chemistry

All Students60%
Females51%
Males69%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged42%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)42%
Parent education - college graduate63%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students78%
Females81%
Males76%
African American55%
Asian94%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged39%
Not economically disadvantaged85%
Students with disability39%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate32%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)68%
Parent education - college graduate80%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Geometry

All Students30%
Females28%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)29%
Economically disadvantaged32%
Not economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only30%
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)37%
Parent education - college graduate28%
Parent education - graduate school/post graduate25%
Parent education - declined to staten/a

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

All Students84%
Females76%
Males90%
African Americann/a
Asian88%
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)85%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented92%
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 graduate82%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Physics

All Students92%
Femalesn/a
Males96%
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)90%
Economically disadvantagedn/a
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only94%
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 graduate95%
Parent education - declined to staten/a

U.S. History

All Students66%
Females61%
Males70%
African American45%
Asian85%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged31%
Not economically disadvantaged72%
Students with disability25%
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate30%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)51%
Parent education - college graduate67%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

366 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
93%

2010

 
 
93%
Math

The state average for Math was 84% in 2013.

364 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
96%

2010

 
 
96%
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 Students95%
Females98%
Males93%
Gender Unknownn/a
African American92%
Asian100%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state93%
Economically disadvantaged86%
Not economically disadvantaged97%
Economic Status Unknownn/a
Students with disability69%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students96%
Females97%
Males94%
Gender Unknownn/a
African American100%
Asian100%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state100%
Economically disadvantaged86%
Not economically disadvantaged97%
Economic Status Unknownn/a
Students with disability64%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 62%
Hispanic 19%
Asian 8%
Two or more races 6%
Black 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 16%N/AN/A
English language learners 2%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 8%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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6975 Montecito Boulevard
Santa Rosa, CA 95409
Phone: (707) 528-5790

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