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Teacher quality
Principal leadership
Parent involvement
My son did horrible in Saugus High. I blame it on all the budget cuts and seniority and politics. They should be able to fire bad teachers and keep the ones that truely love to teach. My son had the worst teachers, that truely seemed bipolar or sick. One teacher actually threatened my son and his friends. He told another assistant student that if it was the last day in the world that he would punch all these kids in the face. My son told me this after the fact and his friend did call his mom and said the teacher is crazy. If i had known this the day it happened I would have brouught everyone together in the office. I just felt safer to take him out and he is getting C's and above in classes he just failed in Saugus. Saugus also steals your money for sports and doesnt let your kid play unless he is a movie star player. FYI you dont need to pay for public school sports, it should be free and donation. As long as they have parents paying for it they will keep charging outrageous prices. One more thing, more and more kids left Saugus last year to go to Charter schools and other schools and I think that says alot about a school.
—Submitted by a parent
My daughter graduated 4 years ago, and my son will graduate this year. I have seen this school grow and become better year after year. The teachers care for the students and provide a challenging environment. The principal is very active, motivating students and teachers, and encouraging parent involvement.
—Submitted by a parent
I cannot say enough great things about the majority of teachers, and administrative and counseling staff at Saugus High school. I have one student who determined NOT to graduate on time, and with the help of a very dedicated group of resources staff and the cooperation of admin and teachers, my son graduated on time! This school bears the Blue Ribbon of Academic excellence, for many years. Their CA standardized academic index testing ranks them among the highest in the state. They have a program or club for EVERY student! Their athletic programs are fantastic (minus a Volleyball coach and his stumpy sidekick), and I could just go on and on.... We bought our home in this neighborhood so the remaining 5 of our children could attend. To me, the proof is in the pudding- go to the school website and navigate through the news about test scores, and athletic championships.
—Submitted by a parent
We've been very happy with Saugus. All of the administration, teachers, parents & students that we've come into contact with over the last two years have been respectful, responsible and helpful whenever called upon.
—Submitted by a parent
My son is attending Saugus High school. , and the truth is I am very unhappy with school. There are teachers who are just horrible, they do not pay any attention to student needs. Overall I just cant wait untill my son will graduate this school. I had some horrible experiences with this school so I would not recommend to anyone to go to this school
—Submitted by a parent
Love this school, children graduated with GPAs well over 4.0.
—Submitted by a parent
First, the good things. The school mirrors many high school experiences of traditional American high schools. Football is big here, the dances and events are well put together. The principal cares a lot about a well-rounded experience here. Now, the bad. Since the high school experience is so important, it overshadows academics. Athletics is more important, and other high school experiences are on the same level or more important than academics. There are teachers that stress rigor in each field of study, but overall the staff doesn't stress academics and the importance of attending a 4 year university. Most students go to a community college right after graduation and most do not transfer in two years. The math teachers stress academics the most, but they can only do so much when everyone else doesn't follow course. This could easily be an 850 API school. Easily.
As a student, I feel many opportunities have been made available to me. Mr. Bolde is an excellent leader for the school. Many courses are offered, especially many AP classes. I'd say teacher quality is about average. I had a few horrible teachers that barely seemed to have a pulse during my freshman year, but I also had a few amazing teachers that really impacted me. As sophomore taking the most rigorous schedule available, I feel that the counselors are very understanding and caring. Club selection is about the norm, pretty much the same stuff that is available at every school. I've always safe in terms of Saugus as a school. I have been individually harassed, but that's universal at every school. So all in all, Saugus is a great school that just could use more teachers who are passionate and teach class dynamically.
—Submitted by a student
We (my son and I) are attending Ty Devoe's Study skills seminar, which is very enjoyable and informative. We are getting great tips on how to improve study skills and how to use our time more efficiently. He has an excellent way of explaining the subjects, with great communication skills. Thanks Ty, and keep up the good work!!!
—Submitted by a parent
I am currently enrolled at saugus high, and Ive only been attending 2 years but I have had siblings that went here in the past. it was a great school, out of the district I wouldnt recommend any other one to be honest. I have really liked my teachers and classes. I am currently involved in a sport but there are many options to choose from (clubs, sports, etc). Saugus is a stepping stool for the future to come, all of the teachers are trying to provide their aid to get us prepared for whats to come after high school
—Submitted by a student
I must say, I was very apprehensive about Saugus High prior to my son attending the campus. After getting involved, my wife and I are throughly pleased at this time. Many activities are available for all. Our counselor has been incredible. Some teachers send the weekly agenda to parents. I know of all of the school's activities via the internet (pipeline). Very satisfied with the beautiful remodel. I wish they had lights on the atheletic field for evening jogging.
—Submitted by a parent
Saugus is a really good school, I would say that it is one of the best in the district, defintely the safest. It looks really nice since it has been remodeled. There are also a lot of extracurricular activities that are easy to get involved in. Saugus is full of very good teachers, the only teachers I have liked were two of my math teachers. The rest of the teachers have been very, very helpful and genuinely want you to do well in their classes.
—Submitted by a student
The counselors were not as responsive as I'd hope they would be. The coaches did not inspire as great role models and I always felt that if you didnt participate or donate enough money, my kid was not going to be treated as the others who did donate their time and money.
—Submitted by a parent
Saugus is a good school. There are very few, if any, problems, especially compared to Valencia High. The teachers are good and there are plenty of extracurriculars offered to student.
—Submitted by a student
This school academics is alright but the extracurricular activities, safety and discipline, and teacher quality is not that great. This school also has some problems that need to be handled. I would not recommend this school unless you have no choice but to go here.
—Submitted by a parent
Saugus is a decent school, all around, with a good variety of extracurricular activities, and a faculty who genuinely care for their students. Saugus does tend to have issues with communication in the administrative departments, however, be careful of this.
—Submitted by a teacher
Good school to attend. Nice helpful teachers and very friendly students.
—Submitted by Christina Ratkay, a student
Very good staff in the guidance center! Parents, please get involved more! Come to the monthly PTSA meeting. Lots of information and many opportunities to show your students you care about their academic life.
—Submitted by Dan, a parent
Qcademic programs----- Good. Availability of music, art, sports, and other extra curriculars, very good. Parent involvement... Great.
—Submitted by a student
The education seems to be on point but the students lack discretion when it comes to clothing attire. The dress code is definitely not enforced.
—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.
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.
278 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
618 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
621 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
180 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.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
345 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
555 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
177 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.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
548 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
554 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
568 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
140 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.
217 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
562 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 | 29% |
| Females | 29% |
| Males | 28% |
| 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) | 33% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 29% |
| Students with disability | 3% |
| Students with no reported disability | 35% |
| English learner | 12% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 28% |
| Parent education - declined to state | 27% |
| All Students | 84% |
| Females | 88% |
| Males | 80% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 60% |
| Males | 63% |
| African American | 44% |
| Asian | 72% |
| Filipino | 92% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 66% |
| Students with disability | 14% |
| Students with no reported disability | 68% |
| English learner | 7% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 48% |
| 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 |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other 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 |
| All Students | 68% |
| Females | 72% |
| Males | 65% |
| African American | 44% |
| Asian | 80% |
| Filipino | 88% |
| Hispanic or Latino | 59% |
| 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) | 73% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 74% |
| Students with disability | 18% |
| Students with no reported disability | 75% |
| English learner | 18% |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 52% |
| All Students | 31% |
| Females | 22% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 27% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 56% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | 58% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 55% |
| 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 | 18% |
| Females | 16% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 14% |
| Students with disability | 7% |
| Students with no reported disability | 24% |
| English learner | 21% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | 21% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 36% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 49% |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | n/a |
| Males | 18% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 19% |
| Students with disability | 6% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| 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 | 53% |
| Females | 46% |
| Males | 62% |
| African American | n/a |
| Asian | 61% |
| Filipino | 69% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 27% |
| All Students | 58% |
| Females | 57% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 59% |
| Students with disability | 39% |
| Students with no reported disability | 65% |
| English learner | 26% |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 67% |
| Males | 57% |
| African American | 67% |
| Asian | 67% |
| Filipino | 90% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 66% |
| Students with disability | 17% |
| Students with no reported disability | 69% |
| English learner | 4% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 44% |
| All Students | 23% |
| Females | 18% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 20% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 76% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 81% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| 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 | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 65% |
| Males | 59% |
| African American | 58% |
| Asian | 58% |
| Filipino | 86% |
| Hispanic or Latino | 47% |
| 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 | 45% |
| Non-economically disadvantaged | 65% |
| Students with disability | 16% |
| Students with no reported disability | 69% |
| English learner | 14% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 61% |
| All Students | 53% |
| Females | 46% |
| Males | 60% |
| African American | 75% |
| Asian | 79% |
| Filipino | 76% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 56% |
| Students with disability | 18% |
| Students with no reported disability | 59% |
| English learner | 22% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 53% |
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 | 11% |
| Females | 8% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 8% |
| Students with disability | 0% |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 7% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| 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) | 4% |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 81% |
| Males | 81% |
| African American | n/a |
| Asian | 64% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 42% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 72% |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 77% |
| Students with disability | 38% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 65% |
| Males | 60% |
| African American | 40% |
| Asian | 79% |
| Filipino | 88% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 65% |
| Students with disability | 12% |
| Students with no reported disability | 69% |
| English learner | 26% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 67% |
| All Students | 13% |
| Females | 16% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 12% |
| Students with disability | 0% |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | 13% |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 49% |
| Males | 60% |
| African American | n/a |
| Asian | 95% |
| Filipino | 45% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 40% |
| Males | 64% |
| 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) | 55% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 57% |
| Males | 71% |
| African American | 54% |
| Asian | 66% |
| Filipino | 76% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 65% |
| Students with disability | 18% |
| Students with no reported disability | 69% |
| English learner | 32% |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 78% |
| 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.
565 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
565 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 | 93% |
| Females | 96% |
| Males | 90% |
| African American | 92% |
| Asian | 96% |
| Filipino | 96% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 92% |
| Students with disability | 65% |
| Tested with modifications | n/a |
| English learner | 59% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 94% |
| Females | 96% |
| Males | 93% |
| African American | 100% |
| Asian | 96% |
| Filipino | 96% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 92% |
| Students with disability | 74% |
| Tested with modifications | n/a |
| English learner | 72% |
| 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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 65% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| Asian | 5% | 8% | ||
| Filipino | 4% | 3% | ||
| African American | 3% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 3% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 5% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 61% | 85% | ||
| Filipino (Pilipino or Tagalog) | 11% | 1% | ||
| Korean | 9% | 1% | ||
| Armenian | 8% | 1% | ||
| Arabic | 1% | 1% | ||
| Assyrian | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Farsi (Persian) | 1% | 0% | ||
| French | 1% | 0% | ||
| German | 1% | 0% | ||
| Rumanian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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21900 Centurion Way
Saugus,
CA 91350
Website: Click here
Phone: (661) 297-3900
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