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GreatSchools Rating

California Virtual Academy @ San Diego School

Charter | K-12 | 2235 students

Best known for our individualized learning plans and award winning curriculum.

 
 

Living in Simi Valley

Situated in a suburban neighborhood. The median home value is $350,000. The average monthly rent for a 2 bedroom apartment is $1,670.

Source: Sperling's Best Places
 
Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted August 21, 2014

This school has been amazing for my son. We started in kindergarten and my son was completely deaf, we were able to manipulate the curriculum to suit his ability to do the work. Mid kindergarten he got his first cochlear implant. Then in 1st he got his 2nd ear a cochlear implant as well. He's catching up with his language quickly, but in the meantime he was still allowed to excel in the subjects he was already good in. We've completed 2nd grade with this school and are returning next for 3rd grade as well. Without this school I don't think my son would have been able to advance as quickly as he has. I couldn't have asked for a better schooling option for my son.
—Submitted by a parent


Posted March 31, 2014

I just want to say for all of the people putting this school down...Online education is not for everyone. You are the learning coach...you just can't put your kid on a computer and think that's it. Its a a very dedicated job and it never stops. You are as a learning coach responsible for being proactive in engaging with your kids. This is a good school and if you look up the graduation rate of homeschooled kids its higher than Public school. Its a fact.
—Submitted by a parent


Posted March 25, 2014

California Virtual academy @ San Diego is a joke. There is no real teaching involved! Unless you have a student who can teach themselves and is brilliant in EVERY subject. Don't waste your time. We are switching to public school after just one month of living in San Diego. If you notice, this school has a 4 star rating on here. I would give it a 0 if that was a option. Our "homeroom" teacher is a joke and is never available as a resource and never follows in a timely fashion. Like I said, very bad idea to use K12 CAVA. Will be spreading the word in hopes of preventing anyone else from choosing this terrible option.
—Submitted by a parent


Posted October 8, 2013

Absolutely love it! best thing to have ever happened to my daughter and my family...
—Submitted by a parent


Posted October 8, 2013

I LOVE that my Aspergian son has the choice of attending school in his own home, without the crowded hallways, loud classrooms, and bully-filled lunchrooms of a brick-and-mortar school!! The teachers he has had while in attendance at CAVA-SD have been knowledgeable, caring and always willing to help. My son will be graduating soon, and is ready to continue his education at a tech school for his chosen field, because he was allowed to learn at his own pace and in his own style.
—Submitted by a parent


Posted September 18, 2013

We have our children in Lakeside Virtual Academy. We love the program, the CURRICULUM provided and our teacher.
—Submitted by a parent


Posted August 22, 2013

DO NOT SEND YOUR CHILD TO CAVA OR ANY OTHER ONLINE SCHOOL IF YOUR CHILD HAS GOALS TO ATTEND A UNIVERSITY STRAIGHT OUT OF HIGH SCHOOL BECAUSE THEY ARE NOT A-G APPROVED. FOR CA STUDENTS, CHECK DOORWAYS WHICH LIST SCHOOLS AND THEIR COURSES THAT ARE QUALIFIED FOR UC AND CSU SCHOOLS. MY SON TOOK BIOLOGY AND WORLD HISTORY. THESE COURSE ARE WASC ACCREIDTED AND GOOD FOR HIM TO GRADUATE HIGH SCHOOL BUT NOT FOR A UNIVERSITY. ITS WORSE WITH INSIGHTS, THAT SCHOOL ISNT ON THE LIST PERIOD. CAVA AND OTHER ONLINE SCHOOL WORK GREAT FOR HIGH SCHOOL GRADS ONLY. PLEASE DO YOUR HOMEWORK MOM'S AND DAD'S. GOOD LUCK, MOM
—Submitted by a parent


Posted August 1, 2013

The curriculum is well organized and provides you with very useful tools that include computer and offline work. I would recommend CAVA to anyone interested in changing to home schooling or who is not happy with their current program.
—Submitted by a parent


Posted June 17, 2012

I was a student enrolled in the Spring Semester of 2011. The School's Lessons were organized really well. I love the flexibility of the school: I was able to do some homework on the weekends instead of during the week, and you can complete the school at whatever time during the day or night. You can contact the teachers on the weekends as well. The only thing I didn't really like was how my counselor wasn't all that helpful. But overall, I liked the school a lot, because I learned a lot and I because I was able to have a flexible schedule.


Posted May 2, 2011

This was our first year with CAVA/K12 and I have to admit it was extremely stressful in the beginning, especially when we started a month into it. I definitely recommend to give yourself time to learn and understand the daily lesson plans & listen to all coaching videos, as well as all the other resources they offer. They don't expect you to follow it exactly as it is on the site, it's very flexible and very easy to follow once you get the hang of it. It seemed overwhelming for me since I had a 6th grader and a 4th grader to coach. However, as I mentioned, it was my 1st year ever homeschooling and we were a month behind! It's been such a great experience though and I have loved getting to know my children on another level! I would highly recommend all parents to spend a school year at home with their child, if possible. It's been such a great bonding experience that I will never forget!
—Submitted by a parent


Posted August 13, 2010

We are beginning our 4th year. CAVA and K12 get better every year - more responsive, more efficient, more inventive. Our student had a D average in Jr High and it was only going to get worse as she gave up on school. She is now going into her Junior year of high school with CAVA as an honor student with two AP classes. She is college bound, and has a completely different outlook on life. One caution is that even with a high school student, an adult must be home to provide structure and guidance. It is not fair to expect a kid to make it all happen alone. CAVA's lower than fabulous test scores may reflect the number of students who are new to CAVA each year... my student's standardized test scores have made steady upward progress.
—Submitted by a parent


Posted June 5, 2010

This school's cirriculum is second to none. The teacher are very easy to work with through technological means. The Community Day program for San Diego is really outstanding. The teacher instruction, enrichment, and pluralism is outstanding. If you are a parent that is very involved with your child's education then you will not be disappointed with this school.
—Submitted by a parent


Posted May 12, 2010

My 5 y/o is just now completing K, and I am SUPER happy with the school. My little girl can name all seven continents and their countries, count by 2s, 5s, 10's and 100s, add & subtract, and is a fluent reader. The curriculum is the best I have seen and the teachers & staff are very supportive. I get a lot of questioning looks from friends when they ask about socializing the kids- not a problem at all! CAVA has tons of outings to choose from and because my daughter isn't so tired from being in a classroom all day, she gets to do other things she loves like piano lessons, ballet, tap, and soccer.
—Submitted by a parent


Posted November 8, 2009

I am a former student at this school, and I loved it so much. I ended up moving to a great area of San Diego in seventh grade, and the school ended up being a nightmare. My mom enrolled me in this school and I learned so much and it was so fun. They send you all of the different materials you need for free. I got all these cool books and science kits to use throughout the year. I could learn at my own pace, and I had excellent grades. Although I am in eighth grade now and have since moved on and I am in regular school now, I would say this is the best school I've ever been in. I'm currently trying to get into the virtual academy for Pennsylvania.
—Submitted by a student


Posted May 21, 2009

CAVA is just excellent! I have put my daughter in 2 different CA distinguished schools, and homeschooled her during the transitional time. I can directly compare the difference of her learning in both Traditional Schooling and Homeschooling with CAVA and I can tell you... there is just...no comparison! I am a single mom, and not even a stay-at-home mom at that! But she is learning leaps and bounds in her subjects. Whereas a traditional school would teach her only 4 basic subjects, with CAVA, she learns Math, Language Arts (with 4 sub subjects) , History (+ State History), Science, Art, and she even has a Foreign Language course! She has friends she plays with after her homeschooling, so she has developed great socialization skills. With CAVA I feel I am giving her the best gifts... one of a GREAT EDUCATION, and second, the gift of MY TIME and ATTENTION.
—Submitted by a parent


Posted May 15, 2009

We love CAVA. My daughter was in a traditional public school and bored silly. CAVA offered her subject acceleration and allows her to move through the curriculum as quickly as she needs. She is now very challenged, curious, learning, and happy. Its a great school.
—Submitted by a parent


Posted March 10, 2009

I am completely impressed with CAVA. My son is in 1st grade but was bored in traditional public schools. He loves learning but wasn't learning anything in the traditional school setting. So we pulled him and enrolled in CAVA. He finishes his work for the day and wants to do more! There's no boundaries on how much he can learn in CAVA, he can advance when he is ready instead of waiting for everyone else. I plan to use CAVA for my other kids as soon as they are old enough.
—Submitted by a parent


Posted February 23, 2009

This is our second year with CAVA. We love it. We would recommend this for any parent that stays at home with kids. The one on one that your child will get is all worth it. Why put them in a public or private school where they fall behind or get left behind due to an over sized classroom? We give CAVA and A+.
—Submitted by a parent


Posted July 28, 2008

I love the K12 curriculm. It is much more advanced than ANY public school (even blue ribbon and distinguished schools.) In fact I pulled my kids out of a blue ribbon school. CAVA now offers 9th -12th grades.
—Submitted by a parent


Posted August 31, 2007

The K12 curriculm is much more advance and interesting than what is offered at any public school (and we have 'blue ribbon' and 'distinguished' schools.) The teachers are professional and helpful.
—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

734

Change from
2012 to 2013

-14

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

7 / 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 has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.

This school's
API score

734

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

-14

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)

2 / 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)

7 / 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.
English Language Arts

The state average for English Language Arts was 56% in 2013.

160 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
50%

2011

 
 
52%

2010

 
 
43%
Math

The state average for Math was 65% in 2013.

160 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
48%

2011

 
 
54%

2010

 
 
48%
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

English Language Arts

The state average for English Language Arts was 46% in 2013.

171 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
40%

2011

 
 
42%

2010

 
 
45%
Math

The state average for Math was 66% in 2013.

171 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
46%

2011

 
 
45%

2010

 
 
47%
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

English Language Arts

The state average for English Language Arts was 65% in 2013.

195 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
65%

2011

 
 
61%

2010

 
 
63%
Math

The state average for Math was 72% in 2013.

197 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
48%

2011

 
 
55%

2010

 
 
39%
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

English Language Arts

The state average for English Language Arts was 60% in 2013.

210 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
70%

2011

 
 
59%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

209 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
48%

2011

 
 
37%

2010

 
 
36%
Science

The state average for Science was 57% in 2013.

207 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
57%

2011

 
 
53%

2010

 
 
61%
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

English Language Arts

The state average for English Language Arts was 60% in 2013.

254 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
61%

2011

 
 
62%

2010

 
 
57%
Math

The state average for Math was 55% in 2013.

255 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
37%

2011

 
 
33%

2010

 
 
40%
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 86% in 2013.

11 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

319 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
71%

2011

 
 
66%

2010

 
 
66%
Math

The state average for Math was 52% in 2013.

305 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
39%

2011

 
 
40%

2010

 
 
40%
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 50% in 2013.

318 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
10%

2011

 
 
16%

2010

 
 
26%
English Language Arts

The state average for English Language Arts was 57% in 2013.

377 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
57%

2011

 
 
61%

2010

 
 
59%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

50 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
21%

2011

 
 
12%

2010

 
 
39%
Geometry

The state average for Geometry was 85% in 2013.

12 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

388 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
39%

2011

 
 
45%

2010

 
 
47%
Science

The state average for Science was 67% in 2013.

377 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
43%

2011

 
 
47%

2010

 
 
53%
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 25% in 2013.

166 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
7%

2011

 
 
12%

2010

 
 
9%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

41 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
49%

2011

 
 
59%

2010

 
 
60%
Earth Science

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

224 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
38%

2011

 
 
39%

2010

 
 
35%
English Language Arts

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

281 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
61%

2011

 
 
69%

2010

 
 
64%
General Mathematics (Grades 6 & 7 Standards)

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

42 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
26%

2011

 
 
16%

2010

 
 
26%
Geometry

The state average for Geometry was 45% in 2013.

67 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
15%

2011

 
 
22%

2010

 
 
37%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

19 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
18%

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.

67 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
4%

2011

 
 
4%

2010

 
 
2%
Algebra II

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

55 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
13%

2011

 
 
14%

2010

 
 
10%
Biology/Life Sciences

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

169 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
41%

2011

 
 
37%

2010

 
 
40%
Chemistry

The state average for Chemistry was 46% in 2013.

48 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
18%

2011

 
 
30%

2010

 
 
15%
Earth Science

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

44 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
46%

2011

 
 
35%

2010

 
 
n/a
English Language Arts

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

285 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
56%

2011

 
 
53%

2010

 
 
58%
Geometry

The state average for Geometry was 15% in 2013.

123 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
8%

2011

 
 
2%

2010

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

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

285 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
45%

2011

 
 
44%

2010

 
 
52%
World History

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

245 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
33%

2011

 
 
35%

2010

 
 
32%
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.

32 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
3%

2011

 
 
5%

2010

 
 
0%
Algebra II

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

58 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
0%

2010

 
 
5%
Biology/Life Sciences

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

46 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
17%

2011

 
 
37%

2010

 
 
57%
Chemistry

The state average for Chemistry was 32% in 2013.

72 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
19%

2011

 
 
11%

2010

 
 
4%
Earth Science

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

31 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
35%

2011

 
 
30%

2010

 
 
n/a
English Language Arts

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

280 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
51%

2011

 
 
55%

2010

 
 
49%
Geometry

The state average for Geometry was 8% in 2013.

71 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
0%

2011

 
 
2%

2010

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

34 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
32%

2011

 
 
8%

2010

 
 
n/a
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
75%

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

284 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
40%

2011

 
 
47%

2010

 
 
32%
World History

The state average for World History was 19% in 2013.

38 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
38%

2011

 
 
26%

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

English Language Arts

All Students47%
Females49%
Males46%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged36%
Non-economically disadvantaged55%
Students with disability18%
Students with no reported disability51%
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 graduate47%
Parent education - some college (includes AA degree)42%
Parent education - college graduate52%
Parent education - graduate school/post graduate57%
Parent education - declined to state41%

Math

All Students51%
Females54%
Males49%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged41%
Non-economically disadvantaged58%
Students with disability29%
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)58%
Parent education - college graduate68%
Parent education - graduate school/post graduate52%
Parent education - declined to state48%
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

All Students38%
Females39%
Males36%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged27%
Non-economically disadvantaged45%
Students with disability24%
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)39%
Parent education - college graduate50%
Parent education - graduate school/post graduate63%
Parent education - declined to state41%

Math

All Students45%
Females46%
Males43%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged36%
Non-economically disadvantaged51%
Students with disability24%
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)52%
Parent education - college graduate54%
Parent education - graduate school/post graduate81%
Parent education - declined to state45%
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

All Students68%
Females66%
Males69%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged64%
Non-economically disadvantaged71%
Students with disability36%
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)71%
Parent education - college graduate73%
Parent education - graduate school/post graduate71%
Parent education - declined to state71%

Math

All Students45%
Females40%
Males50%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged45%
Non-economically disadvantaged46%
Students with disability19%
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)57%
Parent education - college graduate57%
Parent education - graduate school/post graduate64%
Parent education - declined to state42%
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

All Students53%
Females56%
Males50%
African American48%
Asian75%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged37%
Non-economically disadvantaged62%
Students with disability40%
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate37%
Parent education - some college (includes AA degree)58%
Parent education - college graduate61%
Parent education - graduate school/post graduate83%
Parent education - declined to state48%

Math

All Students37%
Females34%
Males41%
African American20%
Asian85%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged27%
Non-economically disadvantaged44%
Students with disability14%
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate24%
Parent education - some college (includes AA degree)46%
Parent education - college graduate57%
Parent education - graduate school/post graduate57%
Parent education - declined to state21%

Science

All Students48%
Females46%
Males50%
African American36%
Asian84%
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged30%
Non-economically disadvantaged58%
Students with disability36%
Students with no reported disability49%
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 graduate35%
Parent education - some college (includes AA degree)52%
Parent education - college graduate53%
Parent education - graduate school/post graduate80%
Parent education - declined to state38%
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

All Students58%
Females59%
Males56%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged47%
Non-economically disadvantaged64%
Students with disability26%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate49%
Parent education - some college (includes AA degree)57%
Parent education - college graduate77%
Parent education - graduate school/post graduate81%
Parent education - declined to state38%

Math

All Students33%
Females35%
Males31%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)39%
Economically disadvantaged24%
Non-economically disadvantaged39%
Students with disability13%
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)32%
Parent education - college graduate44%
Parent education - graduate school/post graduate70%
Parent education - declined to state27%
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 Students45%
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only45%
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 Students59%
Females64%
Males54%
African American38%
Asian78%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged50%
Non-economically disadvantaged65%
Students with disability24%
Students with no reported disability61%
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 graduate53%
Parent education - some college (includes AA degree)57%
Parent education - college graduate73%
Parent education - graduate school/post graduate87%
Parent education - declined to state47%

Math

All Students31%
Females27%
Males36%
African American27%
Asian58%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)30%
Economically disadvantaged25%
Non-economically disadvantaged35%
Students with disability7%
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)32%
Parent education - college graduate49%
Parent education - graduate school/post graduate48%
Parent education - declined to state26%
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 Students15%
Females16%
Males13%
African American6%
Asian29%
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged11%
Non-economically disadvantaged17%
Students with disability13%
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
Parent education - some college (includes AA degree)17%
Parent education - college graduate25%
Parent education - graduate school/post graduate33%
Parent education - declined to state15%

English Language Arts

All Students60%
Females66%
Males51%
African American52%
Asian67%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged56%
Non-economically disadvantaged62%
Students with disability38%
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate52%
Parent education - some college (includes AA degree)57%
Parent education - college graduate77%
Parent education - graduate school/post graduate79%
Parent education - declined to state53%

General Mathematics (Grades 6 & 7 Standards)

All Students16%
Females17%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged9%
Non-economically disadvantaged22%
Students with disability0%
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate13%
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 Students58%
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only58%
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

History - Social Science Grade 8 Cumulative

All Students41%
Females45%
Males36%
African American32%
Asian59%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged35%
Non-economically disadvantaged45%
Students with disability22%
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)43%
Parent education - college graduate60%
Parent education - graduate school/post graduate62%
Parent education - declined to state33%

Science

All Students47%
Females49%
Males44%
African American50%
Asian65%
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged42%
Non-economically disadvantaged49%
Students with disability25%
Students with no reported disability48%
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 graduate41%
Parent education - some college (includes AA degree)39%
Parent education - college graduate66%
Parent education - graduate school/post graduate67%
Parent education - declined to state33%
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 Students5%
Females5%
Males4%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged5%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate4%
Parent education - some college (includes AA degree)0%
Parent education - college graduate9%
Parent education - graduate school/post graduate7%
Parent education - declined to state5%

Algebra II

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
Non-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

Biology/Life Sciences

All Students22%
Females21%
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)25%
Economically disadvantaged8%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only23%
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 state17%

Earth Science

All Students34%
Females30%
Males40%
African American30%
Asian46%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged25%
Non-economically disadvantaged41%
Students with disability13%
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)50%
Parent education - college graduate43%
Parent education - graduate school/post graduate65%
Parent education - declined to state33%

English Language Arts

All Students61%
Females66%
Males53%
African American48%
Asian73%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged51%
Non-economically disadvantaged69%
Students with disability19%
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)63%
Parent education - college graduate79%
Parent education - graduate school/post graduate78%
Parent education - declined to state56%

General Mathematics (Grades 6 & 7 Standards)

All Students19%
Females21%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged10%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
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 state21%

Geometry

All Students15%
Females14%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)11%
Economically disadvantaged9%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
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 state15%

Integrated/Coordinated Science I

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

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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 Students10%
Females18%
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
Non-economically disadvantaged14%
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
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 Students4%
Females0%
Males8%
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)7%
Economically disadvantaged0%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate3%
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 state0%

Algebra II

All Students5%
Females3%
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)8%
Economically disadvantaged6%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students33%
Females34%
Males30%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged31%
Non-economically disadvantaged33%
Students with disability15%
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)39%
Parent education - college graduate46%
Parent education - graduate school/post graduate27%
Parent education - declined to state37%

Chemistry

All Students12%
Females14%
Males11%
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)11%
Economically disadvantagedn/a
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
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 state0%

Earth Science

All Students34%
Females24%
Males41%
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 disadvantaged28%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

English Language Arts

All Students56%
Females61%
Males50%
African American45%
Asian45%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged50%
Non-economically disadvantaged59%
Students with disability46%
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)66%
Parent education - college graduate64%
Parent education - graduate school/post graduate63%
Parent education - declined to state55%

Geometry

All Students3%
Females4%
Males2%
African American7%
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)4%
Economically disadvantaged6%
Non-economically disadvantaged1%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

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
Non-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

Science

All Students48%
Females50%
Males46%
African American32%
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)53%
Economically disadvantaged39%
Non-economically disadvantaged54%
Students with disability29%
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)53%
Parent education - college graduate58%
Parent education - graduate school/post graduate52%
Parent education - declined to state48%

World History

All Students33%
Females28%
Males38%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged25%
Non-economically disadvantaged38%
Students with disability20%
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)44%
Parent education - college graduate43%
Parent education - graduate school/post graduate43%
Parent education - declined to state26%
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 Students3%
Femalesn/a
Males4%
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)0%
Economically disadvantaged7%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
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 Students2%
Females3%
Males0%
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)3%
Economically disadvantaged0%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability2%
English learnern/a
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate4%
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 state0%

Biology/Life Sciences

All Students22%
Females23%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged19%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
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 state25%

Chemistry

All Students11%
Females13%
Males9%
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)7%
Economically disadvantaged10%
Non-economically disadvantaged12%
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 graduate4%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate7%
Parent education - graduate school/post graduate36%
Parent education - declined to state0%

Earth Science

All Students36%
Females31%
Males39%
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)36%
Economically disadvantaged33%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only35%
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 state46%

English Language Arts

All Students49%
Females54%
Males44%
African American48%
Asian64%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged45%
Non-economically disadvantaged51%
Students with disability46%
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)46%
Parent education - college graduate58%
Parent education - graduate school/post graduate73%
Parent education - declined to state47%

Geometry

All Students1%
Females0%
Males3%
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)0%
Economically disadvantaged0%
Non-economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability1%
English learnern/a
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
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 state0%

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

All Students24%
Females17%
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)20%
Economically disadvantaged18%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

U.S. History

All Students42%
Females39%
Males45%
African American20%
Asian43%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged38%
Non-economically disadvantaged44%
Students with disability35%
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)38%
Parent education - college graduate44%
Parent education - graduate school/post graduate53%
Parent education - declined to state33%

World History

All Students12%
Females13%
Males11%
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)17%
Economically disadvantaged12%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
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 state0%
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.

269 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
84%

2010

 
 
87%
Math

The state average for Math was 84% in 2013.

274 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%

2011

 
 
81%

2010

 
 
76%
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 Students86%
Females90%
Males82%
Gender Unknownn/a
African American81%
Asian100%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Declined to state88%
Economically disadvantaged74%
Non-economically disadvantaged94%
Economic Status Unknown94%
Students with disability41%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students77%
Females76%
Males77%
Gender Unknownn/a
African American52%
Asian91%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Declined to state82%
Economically disadvantaged63%
Non-economically disadvantaged87%
Economic Status Unknown76%
Students with disability38%
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 55%
Hispanic 25%
Black 9%
Asian 5%
American Indian/Alaska Native 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 52%N/AN/A
English language learners 2%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

Students typically attend these schools prior to attending this school Brick and Mortar Public School
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

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

Awards

Academic awards received in the past 3 years
  • WASC Accreditation (2011)
  • National Junior Honor Society Grant (2011)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Extra learning resources offered
  • Differentiated learning programs

Arts & music

Music
  • Theory
Media arts
  • Graphics
  • Technical design and production
Clubs
  • Art club
  • Arts and crafts
  • Dance club: Flamenco
  • Sewing/knitting club

Language learning

Foreign languages taught
  • French
  • German
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Clubs
  • Foreign language club: Spanish, French, German

Health & athletics

Clubs
  • Cooking club
  • Yoga club

Gifted & talented

Instructional and/or curriculum models used
  • Advanced placement courses
  • Gifted / high performing
  • Honors track
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
Clubs
  • Debate
  • National Honor Society
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • Katrina Abston
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Special schedule
  • Part-time study
Is there an application process?
  • Yes
Fax number
  • (805) 581-0330

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Advanced placement courses
  • Gifted / high performing
  • Honors track
  • Independent Study
  • Virtual school
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • French
  • German
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Vocational or skills-based training offered
  • None

Resources

Extra learning resources offered
  • Acceleration
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Title I Schoolwide program (SWP)
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
Transportation options
  • None
School facilities
  • None
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • None
Girls sports
  • Volleyball

Arts & music

Visual arts
  • None
Music
  • Theory
Performing arts
  • None
Media arts
  • Graphics
  • Technical design and production

Student clubs

Clubs (distinct from courses)
  • Art club
  • Arts and crafts
  • Astronomy club
  • Book/reading club
  • Chess club
  • Community service
  • Cooking club
  • Dance club: Flamenco
  • Debate
  • Foreign language club: Spanish, French, German
  • Lego club
  • National Honor Society
  • Oceanography club
  • Sewing/knitting club
  • Yoga club
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Tutor
  • Volunteer in the classroom
More from this school
  • At CAVA, we put extra effort into creating social and academic opportunities outside of the home, so students and their families can make friends and stay connected. In addition to ongoing in-person and online events, we offer the Community Day program for CAVA families, as well as parents to enjoy the best of two learning environments—a traditional brick-and-mortar setting and online learning—with the support of an entire community of students and their families, CAVA teachers and staff.
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

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

 
Apply now
 

What are your chances?

Students typically come from these schools
Brick and Mortar Public School

Planning ahead

College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
School-sponsored trips to college campuses
Notice an inaccuracy? Let us know!

2360 Shasta Way
Unit A
Simi Valley, CA 93065
Website: Click here
Phone: (877) 900-5602

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