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GreatSchools Rating

Scotts Valley High School

Public | 9-12 | 777 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
No new ratings
2011:
Based on 6 ratings

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22 reviews of this school


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Posted October 2, 2014

SVHS has some great teachers and programs. The graphic arts and ROP Video class are great! The unfortunate thing is that it is all about the IB program, which is only for Juniors and Seniors; SVHS is mostly a college prep school. I am so surprised that being near Silicon Valley with many families in the computer industry that there are no computer classes besides the graphic arts. And most electives are not advanced and there is only Spanish and French for language choices. It has been difficult for my teens find friends, since most have known each other since kindergarten and each class (Senior, Sophomore, etc) is so large that the students rarely have the same core classes.
—Submitted by a parent


Posted December 15, 2011

The community of Scotts Valley is a great environment to learn and grow as a person. It is tight-knit and positive and the teachers have a genuine care for their students. Some of my best experiences have been in my IB English classes where I feel like I am gaining life skills. I am challenged to grow from within. In IB English we learn to make our own discoveries and articulate ideas with confidence. Go Falcons!!


Posted December 15, 2011

The IB English course is AMAZING! It is a challenging course, especially Junior year, but I have no regrets of taking this course. I cannot begin to explain how much it has taught me about writing, speaking, and organizing my thoughts in general. I recommend this course to anyone looking to holistically better their education. It truly prepares students for all aspects of their present and future education. Aside from the IB English course, Scotts Valley High School in general is a terrific school. It has a great environment with friendly students and outstanding academic courses and extra-curricular activities.


Posted December 15, 2011

Scotts Valley High School does an excellent job preparing its students for a life of knowledge and prosperity. The staff and students present a welcoming atmosphere and a fun environment in which to learn and grow. My absolute favorite class this year (my senior year) is my IB English class. The senior IB teacher recommended I join the class without having taken the junior year of IB English, and, although it is difficult, so far it has proven to be one of the best decisions I have ever made. I truly believe that this class has molded me into a better English student, and has allowed me to rediscover one of my passions, all while making new friends and bonding with people I never thought I would even talk to. I think with the first year of IB English, I would have been far more prepared, and even though some may say it's tough, it is also very beneficial and quite a lot of fun, as I have heard. I am sorry to have missed out on junior year in IB English, but am SO happy to be a part of the senior family. I encourage IB courses to anyone willing to push themselves and searching for a fun, thoughtful year that will prepare you for life!


Posted December 15, 2011

To the comment regarding the Junior year of IB English, I must respectfully disagree. This course must be intensive, and, while students do have other classes to work around and it may seem difficult at times, it is overall VERY well worth the time and effort put in. A challenging course will shape an incoming IB student into what he or she must become in order to have a successful college experience which is the whole idea of the IB! Without pushing a student in a class that they voluntarily take, what good is the grade bump and college credit? Over the past few years that this program has been available, it has not altered its course and/or material once, and is now, in fact, shifting slightly to ease the new IB English students into the challenging world of IB, and organizing the material so it will not consume as much time as it has in the past, which may have caused these allegations. Over all, this is a wonderful school with an excellent program that does not deserve to be put down the way it has on this forum.


Posted December 14, 2011

All of my children have attended Scotts Valley High School and found it to be a place of warm, compassionate teachers and students. My children were intellectually stimulated and challenged at exactly the right levels for each of them because they were treated as individuals! What more could a mother ask for? One child was driven to succeed through great art and music teachers; one found the sciences & science teachers motivating; one took several IB courses, and still uses the skills learned in those classes when writing papers for the university. IB art, English, and HOTA were particularly valuable - and the school has been able to retain the high-quality teachers who teach those classes in spite of budget cuts! One of my children needed "extra incentives" to feel good about school -- and has recently remarked that the student government kids have made school better, sometimes even enjoyable! I feel privileged to be able to send my children to a high school where there are so many choices and ways to meet the different needs of each of my children -- and where there are NO "bad" classes or teachers!
—Submitted by a parent


Posted December 10, 2011

The IB program is excellent except for the Junior year English class. It used to be a great class but now it has so many problems that it makes the kids hate English and no one in the administration wants to do anything about it. Ask a lot of questions about this class before deciding to go full IB. It might not be worth it.
—Submitted by a parent


Posted October 13, 2010

This high school has many excellent qualities. There are a variety of levels of classes from very low to very high. The IB program allows students to get college credit and prepare for college-level workloads. The Haunted House is a popular, well known (throughout several school districts), and almost completely student run charity. It will this year raise money for one of its own students suffering from leukemia. Also, the student body and student administration take a huge part in setting up interesting and motivational activities like student-run tutoring sessions, charity fundraisers, and assemblies. Strong teacher encouragement and useful benefits encourage more students to take higher level classes and with that take school and their future more seriously.
—Submitted by a student


Posted April 27, 2010

The school administration lacks diversity and communication. The school does not provide extra help for children who may need it. There are only two counselors for all the students and they seem overwhelmed. The school is facing budget cuts again and some teachers may not return next year.
—Submitted by a parent


Posted November 11, 2009

I have had the opportunity to work with Mr Gunkel on many different occasions. I have found hiim to be a thoughtful. caring and effective leader. He has provided stability in what was an unsettled beginning for this school, and has dealt decisively with disciplinary issues. My experience has been that families are both happy and proud of SVHS, which is reflected in the amount of parent involvement.
—Submitted by a parent


Posted November 11, 2009

This is the best school if you want the best education available. You want accountability? The IB program gives international accountability
—Submitted by a parent


Posted November 11, 2009

I am the parent of a freshman, but I have been very impressed by the school community so far. The teachers have been very good at responding to email and my child has really been enjoying both her classes and some of the extra-curricular activities and sports on offer. The Haunted House was a great community building event and raised thousands for cancer charity.
—Submitted by a parent


Posted December 4, 2008

This school, all though academically pristine, lacks racial diversity and the town surrounding the school comes off as white and conservative. As a senior at SVHS, I have seen a nearly 30% turnover rate each year for teachers who have quit because of inadequate support from the administration, lack of funding, etc. The administration is difficult to say the least, with a close minded vice principal and an ignorant principal. The school, founded in 1999, has had 6 principals over the course of 9 years. I would recommend sending prospective students to nearby Santa Cruz High instead.
—Submitted by a student


Posted September 30, 2008

mr gunkel doesnt see things through the students eyes therefore is a poor principal.
—Submitted by a student


Posted February 11, 2008

I am a freshman at svhs. And yet, i already have quite a good feeling about the school. My favorite thing about it is the amazing drama department, headed by Karin Babitt, the drama teacher. She puts a lot of effort into the winter play and even more into the spring musical. Great extracirricular activities, needs better staff.
—Submitted by a student


Posted March 28, 2007

I went to SVHS and was a member of the first graduating class. I was highly involved in student government, so I saw a lot of what was going on in terms of leadership. It's a brand new school with horrible facilities that are already falling apart. While I was there we dealt with a highly conservative school board that didn't listen to anything coming from the student body. Programs were disorganized. I was unprepared for basic college english. Great memories, but horrible administration.
—Submitted by a student


Posted May 18, 2006

Many virtues. 5-stars to English teacher Suzanne Herzman, physics teacher Naomi Lyall, math teacher Richard Salome and drama teacher Karin Babbitt. For the past 3 years, every senior in IB college prep English passes the IB exam. Bill Turner of Lintelle Engineering just gave $1,000 for scholarships for students taking advanced physics and planning to major in engineering, which should spur more donations. Students scored high in the American Mathematics Competition. Spring musical earned a record nine nominations for American Musical Theater of San Jose awards. Terrific talent in art teacher Emily Brandt's graphic design classes. Outstanding community service performed by students. Hugely popular sports program. Excellent and informative parent newsletter. Made Washington Post list of best high schools last year, based on the number of IB & AP exams taken. Needs more support for teacher leadership and principal continuity.
—Submitted by a parent


Posted October 27, 2005

Scotts Valley High has many fine attributes, some excellent teachers, especially in the IB program, many parents who volunteer and students with talent. Three of the valedictorians, also in the IB program, were accepted to Ivy League colleges in spring 2005, and 67 percent of those who applied for scholarships got one. The drama dept is excellent, and the video production class is one of a kind. Half the students participate in sports. Students won national recognition in French and math. More should be done to insure classroom consistency and new teachers deserve more support; department chairs deserve more pay. Students need more guidance in choosing appropriate classes to prepare for college and ranking should be eliminated because it benefits only 10 percent of the students. It is up to the principal and assistant principal, who are new, to make a difference in areas where there is room for improvement.
—Submitted by a teacher


Posted August 20, 2005

Administrative staff always 'puttting out fires' instead of moving the school forward by working toward long-term goals. No administrative leadership in office: peers telling peers what to do; Highly unprofessional and inefficient secretarial support to principal; few efficient clerical systems in place; archaic telephone system wastes thousands of dollars in human resource time; High efficiency in attendance office, but low support. Attendance office (Lentz) relied upon for all answers and direction from student and adult community. College counseling support is minimal, at best. School policies written, but not enforced: e.g., dress code, tardies/class attendance, which causes student community to take advantage of system. Little or no discipline for student abuse of policies. Teaching in English dept is strong; science chair is excellent. Not enough available on-site tutoring support. Oppressive political correctness atmosphere.
—Submitted by a parent


Posted August 9, 2005

School lacks leadership (five prinicipals in six years, very weak superintendent). Best known for ability to punish. Not proactive in adressing problems faced by students or staff. Severley underfunded from beginning. Critical lack of support staff. Only competency is performance of N. Lentz in office.
—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

872

Change from
2012 to 2013

+6

API Statewide Rank
(2012)

9 / 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 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

872

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

+6

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

9 / 10

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

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.

75 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
40%

2011

 
 
18%

2010

 
 
13%
Algebra II

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

57 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
97%

2011

 
 
89%

2010

 
 
83%
Biology/Life Sciences

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

159 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
75%

2011

 
 
83%

2010

 
 
77%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

201 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%

2011

 
 
82%

2010

 
 
82%
General Mathematics (Grades 6 & 7 Standards)

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

21 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
17%

2011

 
 
0%

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

51 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
61%

2011

 
 
59%

2010

 
 
50%
Integrated/Coordinated Science I

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

43 students were tested at this school in 2013.

2013

 
 
45%

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.

19 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
17%

2011

 
 
8%

2010

 
 
7%
Algebra II

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

59 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
42%

2011

 
 
45%

2010

 
 
18%
Biology/Life Sciences

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

17 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
57%

2011

 
 
41%

2010

 
 
57%
Chemistry

The state average for Chemistry was 46% in 2013.

146 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
71%

2011

 
 
52%

2010

 
 
63%
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.

185 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
76%

2011

 
 
72%

2010

 
 
69%
Geometry

The state average for Geometry was 15% in 2013.

72 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
20%

2011

 
 
19%

2010

 
 
13%
High School (Summative) Mathematics (Grade 9-11)

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

33 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
72%

2011

 
 
75%

2010

 
 
89%
Science

The state average for Science was 54% in 2013.

183 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
85%

2011

 
 
72%

2010

 
 
64%
World History

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

185 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
68%

2011

 
 
59%

2010

 
 
50%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

46 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
9%

2011

 
 
11%

2010

 
 
7%
Biology/Life Sciences

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

80 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
92%

2010

 
 
83%
Chemistry

The state average for Chemistry was 32% in 2013.

36 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
56%

2011

 
 
42%

2010

 
 
68%
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.

170 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%

2011

 
 
67%

2010

 
 
63%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
8%

2010

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

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

113 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
42%

2011

 
 
36%

2010

 
 
43%
Physics

The state average for Physics was 58% in 2013.

52 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
60%

2011

 
 
44%

2010

 
 
50%
U.S. History

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

174 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
66%

2011

 
 
62%

2010

 
 
57%
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 Students32%
Females30%
Males33%
African Americann/a
Asiann/a
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)32%
Economically disadvantaged23%
Not economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)26%
Parent education - college graduate40%
Parent education - graduate school/post graduate30%
Parent education - declined to staten/a

Algebra II

All Students75%
Females83%
Males68%
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)74%
Economically disadvantagedn/a
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
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 graduate80%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Biology/Life Sciences

All Students89%
Females89%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged92%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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)85%
Parent education - college graduate90%
Parent education - graduate school/post graduate90%
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 Students85%
Females87%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged77%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate93%
Parent education - some college (includes AA degree)77%
Parent education - college graduate84%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students43%
Femalesn/a
Males55%
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)41%
Economically disadvantagedn/a
Not economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students39%
Females41%
Males38%
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)38%
Economically disadvantagedn/a
Not economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only39%
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 graduate37%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Students45%
Females39%
Males48%
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)40%
Economically disadvantagedn/a
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate36%
Parent education - graduate school/post graduate55%
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 Students11%
Femalesn/a
Males8%
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)15%
Economically disadvantagedn/a
Not economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability11%
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 Students47%
Females56%
Males37%
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)45%
Economically disadvantagedn/a
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
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 graduate44%
Parent education - graduate school/post graduate53%
Parent education - declined to staten/a

Biology/Life Sciences

All Students48%
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 disadvantaged64%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only50%
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 Students59%
Females56%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged57%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only59%
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)62%
Parent education - college graduate52%
Parent education - graduate school/post graduate66%
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 Students77%
Females81%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged56%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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)89%
Parent education - college graduate78%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Geometry

All Students10%
Females5%
Males15%
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)13%
Economically disadvantaged18%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only10%
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)8%
Parent education - college graduate7%
Parent education - graduate school/post graduate11%
Parent education - declined to staten/a

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

All Students85%
Females86%
Males84%
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)80%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
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 graduate85%
Parent education - declined to staten/a

Science

All Students75%
Females77%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged50%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
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)89%
Parent education - college graduate72%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

World History

All Students67%
Females62%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged40%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability67%
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)67%
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 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

Algebra II

All Students9%
Females11%
Males7%
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)13%
Economically disadvantagedn/a
Not economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only9%
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 graduate15%
Parent education - graduate school/post graduate7%
Parent education - declined to staten/a

Biology/Life Sciences

All Students95%
Females94%
Males97%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Not economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only95%
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 graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Chemistry

All Students73%
Females81%
Males65%
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)81%
Economically disadvantagedn/a
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability74%
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)n/a
Parent education - college graduate92%
Parent education - graduate school/post graduate67%
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 Students81%
Females84%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged50%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
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)90%
Parent education - college graduate77%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Geometry

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

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

All Students48%
Females39%
Males57%
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)46%
Economically disadvantagedn/a
Not economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only48%
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)33%
Parent education - college graduate43%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Physics

All Students77%
Females75%
Males78%
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)83%
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only78%
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 graduate90%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

U.S. History

All Students81%
Females79%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged69%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only82%
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)81%
Parent education - college graduate82%
Parent education - graduate school/post graduate85%
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.

186 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
95%

2010

 
 
96%
Math

The state average for Math was 84% in 2013.

186 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
93%

2010

 
 
95%
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 Students98%
Females99%
Males98%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to state100%
Economically disadvantaged88%
Not economically disadvantaged100%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students96%
Females98%
Males95%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to state100%
Economically disadvantaged84%
Not economically disadvantaged99%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 74%
Hispanic 16%
Two or more races 8%
Asian 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/AN/A
English language learners 1%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

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Valerie Bariteau
Fax number
  • (831) 439-9501

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

School facilities
  • Computer lab
School leaders can update this information here.

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555 Glenwood Drive
Scotts Valley, CA 95066
Website: Click here
Phone: (831) 439-9555

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