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GreatSchools Rating

Prospect High School

Public | 9-12 | 1297 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 5 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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27 reviews of this school


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Posted June 27, 2014

We have been pleasantly surprised by the leadership & community at PHS. There are more than enough opportunities to excel and have your student thrive here.
—Submitted by a parent


Posted August 22, 2013

My student began school by joining a sport and got to know a group of kids that were focused and driven to do well. She is genuinely enjoying her High School experience. The staff appear to actually care about their success in school.
—Submitted by a parent


Posted May 26, 2013

Prospect has been improvoing every year. Our kid is a junior. The new pricipal is a bit week and I think the VP is also new. Very strong English teachers are Mr. Manning and Mrs. Churchill. Strong Spanish teachers are Mr. Tejada and Profesora Adler. Good math teachers are Mrs. Ahmad and Mr. Igoe. The teachers care about students and help at Study Hall and after school. Our daughter has been involved in sports , music and Mock Trial. Prospect has a lot to offer the motivated students. Things are getting better every year.
—Submitted by a parent


Posted May 11, 2013

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


Posted March 23, 2013

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


Posted March 14, 2013

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


Posted October 28, 2012

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


Posted June 26, 2012

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


Posted June 25, 2012

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


Posted March 18, 2012

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


Posted November 4, 2011

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


Posted April 1, 2011

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


Posted May 25, 2009

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


Posted July 14, 2008

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


Posted February 25, 2008

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


Posted August 15, 2007

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


Posted July 21, 2007

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


Posted March 28, 2006

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


Posted November 2, 2005

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


Posted August 6, 2004

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 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

794

Change from
2012 to 2013

+19

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

794

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

+19

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)

6 / 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)

3 / 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.

142 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
25%

2011

 
 
41%

2010

 
 
29%
Algebra II

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

44 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
78%

2011

 
 
86%

2010

 
 
94%
Biology/Life Sciences

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

152 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
93%

2011

 
 
90%

2010

 
 
94%
Earth Science

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

92 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
38%

2011

 
 
42%

2010

 
 
39%
English Language Arts

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

338 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
69%

2011

 
 
64%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

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

70 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
8%

2011

 
 
16%

2010

 
 
2%
Geometry

The state average for Geometry was 45% in 2013.

87 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
68%

2011

 
 
76%

2010

 
 
76%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

56 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
12%

2011

 
 
16%

2010

 
 
6%
Algebra II

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

83 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
60%

2011

 
 
65%

2010

 
 
69%
Biology/Life Sciences

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

128 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
54%

2011

 
 
36%

2010

 
 
37%
Chemistry

The state average for Chemistry was 46% in 2013.

83 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
69%

2011

 
 
77%

2010

 
 
82%
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.

270 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
56%

2011

 
 
53%

2010

 
 
51%
Geometry

The state average for Geometry was 15% in 2013.

84 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
23%

2011

 
 
45%

2010

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

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

26 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
82%

2011

 
 
94%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

270 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
64%

2011

 
 
54%

2010

 
 
55%
World History

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

281 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
50%

2011

 
 
45%

2010

 
 
49%
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.

26 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
3%

2011

 
 
11%

2010

 
 
8%
Algebra II

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

94 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
18%

2011

 
 
21%

2010

 
 
25%
Biology/Life Sciences

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

25 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
61%

2011

 
 
65%

2010

 
 
48%
Chemistry

The state average for Chemistry was 32% in 2013.

51 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
65%

2011

 
 
41%

2010

 
 
52%
Earth Science

The state average for Earth Science was 37% 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 48% in 2013.

278 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
54%

2011

 
 
53%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

36 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
8%

2011

 
 
14%

2010

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

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

94 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
70%

2011

 
 
92%

2010

 
 
65%
Physics

The state average for Physics was 58% in 2013.

138 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
41%

2011

 
 
44%

2010

 
 
28%
U.S. History

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

278 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
49%

2011

 
 
52%

2010

 
 
47%
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 Students31%
Females35%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged31%
Not economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability30%
English learner21%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)22%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%

Algebra II

All Students93%
Females100%
Males89%
African Americann/a
Asian95%
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)95%
Economically disadvantagedn/a
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only93%
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 graduate100%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Biology/Life Sciences

All Students87%
Females82%
Males92%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged76%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)78%
Parent education - college graduate93%
Parent education - graduate school/post graduate98%
Parent education - declined to state71%

Earth Science

All Students30%
Females16%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged20%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability29%
English learner0%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)30%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

English Language Arts

All Students67%
Females64%
Males69%
African American58%
Asian90%
Filipino77%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged49%
Not economically disadvantaged76%
Students with disability32%
Students with no reported disability70%
English learner5%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)64%
Parent education - college graduate83%
Parent education - graduate school/post graduate96%
Parent education - declined to state46%

General Mathematics (Grades 6 & 7 Standards)

All Students15%
Females13%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantaged12%
Students with disability15%
Students with no reported disability16%
English learner3%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Geometry

All Students81%
Females74%
Males87%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged64%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
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)79%
Parent education - college graduate83%
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 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

Algebra I

All Students13%
Females9%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged3%
Not economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability15%
English learner14%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students54%
Females52%
Males57%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged50%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only57%
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)35%
Parent education - college graduate55%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Biology/Life Sciences

All Students39%
Females36%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged31%
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability39%
English learner18%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)50%
Parent education - college graduate52%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students94%
Females92%
Males97%
African Americann/a
Asian97%
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)94%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only98%
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 graduate89%
Parent education - graduate school/post graduate97%
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 Students57%
Females67%
Males47%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged29%
Not economically disadvantaged70%
Students with disability17%
Students with no reported disability61%
English learner10%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)56%
Parent education - college graduate75%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

Geometry

All Students17%
Females10%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged8%
Not economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability19%
English learner33%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)21%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students89%
Females82%
Malesn/a
African Americann/a
Asian92%
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 disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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 graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students62%
Females66%
Males57%
African Americann/a
Asian84%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged39%
Not economically disadvantaged72%
Students with disability24%
Students with no reported disability65%
English learner19%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate34%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)62%
Parent education - college graduate75%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

World History

All Students50%
Females48%
Males51%
African Americann/a
Asian79%
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)60%
Economically disadvantaged23%
Not economically disadvantaged62%
Students with disability23%
Students with no reported disability53%
English learner6%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)48%
Parent education - college graduate68%
Parent education - graduate school/post graduate72%
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
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only11%
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 Students20%
Females17%
Males23%
African Americann/a
Asian14%
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged20%
Not economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)21%
Parent education - college graduate16%
Parent education - graduate school/post graduate14%
Parent education - declined to staten/a

Biology/Life Sciences

All Students48%
Females67%
Males31%
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 disadvantaged18%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only67%
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

Chemistry

All Students72%
Females81%
Males67%
African Americann/a
Asian75%
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)60%
Economically disadvantagedn/a
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only72%
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)83%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
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 Students48%
Females57%
Males42%
African American27%
Asian56%
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)65%
Economically disadvantaged29%
Not economically disadvantaged54%
Students with disability15%
Students with no reported disability52%
English learner6%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate14%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)42%
Parent education - college graduate61%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Geometry

All Students11%
Females13%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Not economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students57%
Females50%
Males63%
African Americann/a
Asian61%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged25%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate54%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Physics

All Students37%
Females27%
Males45%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged19%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduate15%
Parent education - some college (includes AA degree)32%
Parent education - college graduate33%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

U.S. History

All Students52%
Females51%
Males54%
African American55%
Asian54%
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged40%
Not economically disadvantaged56%
Students with disability30%
Students with no reported disability55%
English learner9%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate38%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)54%
Parent education - college graduate61%
Parent education - graduate school/post graduate75%
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.

285 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%

2011

 
 
86%

2010

 
 
84%
Math

The state average for Math was 84% in 2013.

279 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
87%

2011

 
 
84%

2010

 
 
85%
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 Students88%
Females94%
Males83%
Gender Unknownn/a
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to state96%
Economically disadvantaged74%
Not economically disadvantaged95%
Economic Status Unknownn/a
Students with disability44%
Tested with modificationsn/a
English learner63%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students91%
Females94%
Males88%
Gender Unknownn/a
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state88%
Economically disadvantaged83%
Not economically disadvantaged96%
Economic Status Unknownn/a
Students with disability51%
Tested with modificationsn/a
English learner79%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 38%
White 29%
Asian 18%
Two or more races 6%
Black 4%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
College counselor(s)
Computer specialist(s)
Cooking/Nutrition teacher(s)
ELL/ESL Coordinator
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Robotics/Technology specialist(s)
School psychologist
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school community.

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Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Industrial shop
  • Science lab

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing and written arts
  • Creative writing
  • Drama
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator

Health & athletics

Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Joell Hanson
Fax number
  • (408) 973-1759

Programs

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Cooking/Nutrition teacher(s)
  • ELL/ESL Coordinator
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
Transportation options
  • Accessible via public transportation
  • School shares bus/van with other schools
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • College/career center
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Industrial shop
  • Internet access
  • Kitchen
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Science lab
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Badminton
  • Baseball
  • Basketball
  • Cheerleading
  • Cross country
  • Diving
  • Football
  • Golf
  • Ice hockey
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Ultimate Frisbee
  • Volleyball
  • Wrestling
Girls sports
  • Badminton
  • Basketball
  • Cheerleading
  • Cross country
  • Diving
  • Field hockey
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Ultimate Frisbee
  • Volleyball
  • Wrestling

Arts & music

Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
Performing arts
  • Creative writing
  • Drama
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

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School culture

Parent involvement
  • Attend parent nights
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Volunteer time after school
Note: Data provided by community members,
needs to be verified by school leaders.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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18900 Prospect Road
Saratoga, CA 95070
Website: Click here
Phone: (408) 626-3408

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