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Teacher quality
Principal leadership
Parent involvement
Prospect is gifted with a diverse student body, excellent teachers, a beautiful campus, and great extracurriculars. The sports teams such as track, tennis, and field hockey are consistently powerhouses, and extracurriculars like mock trial and debate seem to be doing well too. Unfortunately, the new principal seems uncomfortable in her role and is unwilling to work with many teachers, weakening the previously strong AP curricula. Any student who puts in the effort can succeed at this school, as is shown by the students accepted to Ivy Leagues, Berkeley, UCLA, and other top colleges.
—Submitted by a student
The freshmen honors classes-English and biology-are fairly good. The teachers maintain order and the material makes you think, rather than only memorize. The English teacher is an engaging teacher who thinks of fun assignments. My biology teacher is a gruff old man with a soft heart. The Spanish department is atrocious. We do exercises in the workbooks for the whole period. The teacher does not teach. Kids who are retaking the class crack bad jokes and disrupt the class on a daily basis, without facing any consequences. If you truly want to learn Spanish, you must be self-motivates and teach yourself. The geometry teacher that I have is rude and condescending. Though we do learn in this class, he talks as though we are stupid. The atmosphere of this class could definitely be improved. The kids here, in general, seem to be hurting and act very angry. They swear constantly and revel in crass humor. There is a very low expectation for their behavior and maturity, sub-standard to other high schools in the vicinity. To sum it up, the honors teachers are worth your time, the Spanish department should be evaluated and dissolved ASAP, and the general atmosphere on campus is not pleasant.
—Submitted by a student
Took my daughter out of this school midway through the year because it was clear that staying at the school was a waste of time. People who say this is a good school are in denial.
—Submitted by a parent
We have a senior at Prospect busy with his college apps and he wants to minor in English because of some of the amazing English teachers he has had over the past 4 years. He wants to minor in History because he had amazing History teachers. He has chosen Sciences for his major because of his interactions with great Physics, Chemistry and Biology teachers who are passionate about their subjects and share it with their students. The Math department has very good people who know their subject but when it comes to teaching strategies, some are good teachers and some are not. (I have seen this problem across the board in other school districts too where many Math teachers do not know how to present their subject material in front of a teen- many Math concepts are very subtle). All the 4 years we have been here, we have always wondered why this school does not get the community support and high regard it deserves. We have a new principal this year who was the previous VP and she has her heart in the right place (kids come first). But what her style of administration would be is yet to be seen.
—Submitted by a parent
Excellent school ! My child completed 4 years at Prospect Excellent in academics as well as sportsmanship!!! Very friendly and helpful staff!!
—Submitted by a parent
Our child finished her first year at Prospect this month and we are pleased with the academics, sports and activities. She is an above-average student and was challenged with her courses. Due to an outstanding teacher, she even found out that she really enjoys science and may consider majoring in that when she attends college! Sports are competitive, but not as intense as many other schools, so many students are given the opportunity to participate on a team. Lots of clubs and an active student government group. Very diverse population of students which prepares our children for the real world. Wish there was more parent involvement, but those that are involved are very committed and outstanding!
—Submitted by a parent
if your child choosed the right people to be friends with and focus on academics while of course having fun and making use of all the opportunities this school has to offer..your child will go far! school has a wonderful staff and AMAZING principal! she is new but making so many advances! make it count panthers!!
—Submitted by a parent
Delighted with Prospect High School. My son just started as a freshman and I am impressed with the teachers & administration. 'Make it Count', that is the theme the principal is promoting - every activity, every assignment, every event, every year Make it Count. My son graduated from a small middle school. I was concerned that he would be lost in a 'big' school. Prospect is not large compared to other area HS but it is larger than we were used to. We quickly learnt that there are communities within the school, clubs and other activities that welcomed my son. He is delighted to be at Prospect HS. The year is going well socially and academically. The big HS that we were so concerned about has turned out to be a welcoming educational environment where my son is thriving. thanks to the Principal, staff and Teachers of Prospect High School
—Submitted by a parent
The current principal pressures teachers to inflate grades. There is a grading system here in which a teacher gives nothing less than a 50% for an "F". The reasoning is self esteem related & encourages kids not to lose hope once they have that F. A teacher strictly following this system wouldn't give any grade less than a 50%, meaning the kid only has to do 10% of the work to pass. If you look at it from the 10% angle, it's just shameful. Kids get a false sense of accomplishment. Nobody forces you to grade this way, but if you are failing too many kids, you can expect trouble with this principal. In spring 2010 the district held a class for teachers to grade in this way called "What is Pickering Grading?" So I gather this is being pushed district-wide. We have many low performing kids at Prospect, but lowering our standards is not the way. Change isn't going to come by teachers as they are frightened by the principal. If you are a parent then look for yourself on School Loop. If you see A LOT of 50% it may mean the assignments were not done at all yet 50% of the credit was still received. Write a letter to the superintendent if concerned.
—Submitted by a teacher
I am not sure the administrators in this school are all on the same page. A small number seem to really care about the children. Teachers I have observed are overworked and frustrated.
—Submitted by a parent
We've had a good experience with the Administration @ Prospect High School. Our family is very involved with academics & find the majority of school staff very supportive of parent involvement. A schools reputation is built on API ratings but doesn't tell the whole story until you look @ student demographics. Our 2007 API rating was 741 but when you look at subgroups, 80% of our students were performing @ an API high of 815 but were impacted by 20% of our students that are disadvantaged. Our Athletic Programs have been very successful; 2-Time State Wrestling Champion, Girls Varsity Basketball & Boys Varsity Baseball @ CCS, Wrestling, Girls Swimming, Track/Field & Badminton All League Chamions & Football 2nd in League. 95% of Prospect's students go to college; 36% - 4 year college, 59% - 2 year college. Those stats are the true measure of a school's success.
—Submitted by a parent
Great place to be! administrators are knowledgable in regards to special ed. laws and are supportive. Most staff members are dedicated,friendly, and professional.
—Submitted by a teacher
We have had a lot of success at PHS. Especially strong are the Spanish and Math courses, as well as extra-curricular activities. There are some questionable students, but overall, the school is calm. We are active parents and support the school and teachers. PTSA is also a worthwhile organization. Our daughter will have some great memories of PHS.
—Submitted by a parent
What I like about Prospect and many public high schools around here is that the students choose their classes. You don't have to test into the honors classes and you don't have to worry about not getting in. The honors classes are challenging and will prepare you for college. The teachers are enthusiastic, mature, experienced and knowledgeable of their subjects. My son transferred to Prospect from Mitty because the teachers at Mitty were young and inexperienced and the classes were not challenging. Prospect is not extremely competitive in sports but there is a good sports program. You have a good chance at making the team. Sports, music, drama, clubs, student gov't., etc., are all available to all who want to participate. Parent involvement is pretty good. The administration seems open to parents with new ideas who want to help promote the school.
—Submitted by a parent
School has great resources if you know how to access them. AP, Honors and extra-curriculars are very good. Be active in order to ensure the best education--students can fall through the cracks very easily here.
—Submitted by a teacher
Administration is by the book - teachers are full range...the ones you wouldn't want your children to have in a million years, and some really dedicated ones (though this is becoming more and more rare); Drugs and fighting on campus are a rarity; homework is average amount for a high school.
—Submitted by a parent
Prospect high School is been a great school for for son. It's not a big school (infraestructure) therefore is easier for the staff to have control over the students. Problems are very limited, and are taken care very fast
—Submitted by Danilo Valqui, a parent
As a parent, I felt that Prospect did not have high academic standards or a positive school environment for my daughter. We moved to get out of the district.
—Submitted by a parent
I'm a parent of 4 sons and two of my sons already, very succesfully, finished Prospect High School. My experience is, that what you put in as a student and as a parent, that's what you will get out of your education . Our oldest succesfully, graduated from UC Santa Barbara, majoring in Physics. Our second son was valedictorian and was accepted at every college he applied to. That year, as this current year, several students were admitted at Stanford, Harvard, UC Berkeley and the likes. Yes, an very good education can be had at this school. Put your effort in, and Prospect will do the rest. Our third son just started Prospect and does very well and is weel adjusted.
—Submitted by Marion van der Heide, a parent
Prospect High School is a great school with a diverse student population and a lot of caring teachers and administrators. The school itself does not look bright and shiny (it is old and in the process of renovation), but it is a warm, open, and safe environment for students to learn. The teachers are incredible, very dedicated and always seem to have the students' best interest at heart. The students are the primary focus at Prospect High School and it shows.
—Submitted by a teacher
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
275 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
181 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
300 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
296 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
302 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
328 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
161 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
330 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 25% |
| Females | 26% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 25% |
| English learner | 22% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 38% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 71% |
| Males | n/a |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 94% |
| Males | 92% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 39% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | 12% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 72% |
| Males | 66% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 74% |
| Students with disability | 36% |
| Students with no reported disability | 70% |
| English learner | 14% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 8% |
| Females | n/a |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 8% |
| Students with disability | 3% |
| Students with no reported disability | n/a |
| English learner | 8% |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 60% |
| Males | 76% |
| African American | n/a |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 12% |
| Females | 13% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 14% |
| Students with disability | 0% |
| Students with no reported disability | 14% |
| English learner | 21% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 63% |
| Males | 57% |
| African American | n/a |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 61% |
| Males | 48% |
| African American | n/a |
| Asian | 61% |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 62% |
| Students with disability | 31% |
| Students with no reported disability | 56% |
| English learner | 23% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 65% |
| Males | 73% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 62% |
| Males | 52% |
| African American | 45% |
| Asian | 73% |
| Filipino | 67% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 66% |
| Students with disability | 29% |
| Students with no reported disability | 59% |
| English learner | 9% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 24% |
| Males | 21% |
| African American | n/a |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | 17% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 66% |
| Males | 62% |
| African American | 45% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 72% |
| Students with disability | 32% |
| Students with no reported disability | 66% |
| English learner | 23% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 47% |
| Males | 52% |
| African American | 36% |
| Asian | 62% |
| Filipino | 42% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 57% |
| Students with disability | 23% |
| Students with no reported disability | 52% |
| English learner | 7% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 3% |
| Females | 4% |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 4% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 12% |
| Males | 24% |
| African American | n/a |
| Asian | 29% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 65% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 52% |
| Males | 84% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 57% |
| Males | 52% |
| African American | 45% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 72% |
| Students with disability | 11% |
| Students with no reported disability | 58% |
| English learner | 3% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 8% |
| Females | 11% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 63% |
| Males | 78% |
| African American | n/a |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 37% |
| Males | 43% |
| African American | n/a |
| Asian | 56% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 9% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 47% |
| Males | 51% |
| African American | 8% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 66% |
| Students with disability | 3% |
| Students with no reported disability | 53% |
| English learner | 5% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
311 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
312 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 87% |
| Females | 85% |
| Males | 88% |
| African American | 100% |
| Asian | 91% |
| Filipino | 92% |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Declined to state | 89% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 53% |
| Tested with modifications | n/a |
| English learner | 49% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 89% |
| African American | 100% |
| Asian | 98% |
| Filipino | 92% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 92% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 43% |
| Tested with modifications | n/a |
| English learner | 63% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 35% | 28% | ||
| Hispanic or Latino | 24% | 49% | ||
| Asian | 17% | 8% | ||
| Multiple or No Response | 17% | 3% | ||
| African American | 4% | 7% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 4% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 50% | 85% | ||
| Vietnamese | 10% | 2% | ||
| All other non-English languages | 9% | 1% | ||
| Mandarin (Putonghua) | 7% | 1% | ||
| Somali | 6% | 0% | ||
| Cantonese | 5% | 2% | ||
| Farsi (Persian) | 3% | 0% | ||
| Korean | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Arabic | 1% | 1% | ||
| Gujarati | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% | ||
| Tigrinya | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
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18900 Prospect Rd.
Saratoga,
CA 95070
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Phone: (408) 626-3408
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