GreatSchools Rating
Extended programs
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Teacher quality
Principal leadership
Parent involvement
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.
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
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
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
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
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
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
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
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
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
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
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
I absolutely love that CAVA is available as an option to public school!! Their curriculum is much more advanced and challenging than what the public school's, even though they are a 'distinguished' school. I wish I would have known about CAVA earlier!
—Submitted by a parent
What a God-send! I love the curriculum and the staff have been very professional and helpful.
—Submitted by a parent
Excellent public school option! The teachers are very well trained and professional. The curriculum is top notch and our children are learning so much! We think CAVA is fantastic!
—Submitted by laura, a teacher
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
174 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
190 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
192 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
193 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
237 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
319 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
311 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
315 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
325 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
320 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
37 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
194 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
228 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
233 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
230 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
228 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
229 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 50% |
| Females | 47% |
| Males | 54% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 54% |
| Students with disability | 23% |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 49% |
| Males | 47% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 48% |
| Students with disability | 8% |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 40% |
| Females | 43% |
| Males | 37% |
| African American | 26% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 48% |
| Students with disability | 8% |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 46% |
| Males | 48% |
| African American | 26% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 52% |
| Students with disability | 8% |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 65% |
| Females | 66% |
| Males | 64% |
| African American | 61% |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 67% |
| Students with disability | 47% |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 47% |
| Males | 50% |
| African American | 44% |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 52% |
| Students with disability | 40% |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 70% |
| Females | 71% |
| Males | 70% |
| African American | 67% |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 76% |
| Students with disability | 31% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 49% |
| Males | 47% |
| African American | 47% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 54% |
| Students with disability | 13% |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 58% |
| Males | 56% |
| African American | 40% |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 61% |
| Students with disability | 38% |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 61% |
| Males | 60% |
| African American | 39% |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 34% |
| Males | 40% |
| African American | 17% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 42% |
| Students with disability | 18% |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 76% |
| Males | 64% |
| African American | 64% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 74% |
| Students with disability | 36% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 64% |
| All Students | 39% |
| Females | 38% |
| Males | 41% |
| African American | 17% |
| Asian | 63% |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 47% |
| Students with disability | 5% |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 29% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | 10% |
| Males | 9% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 12% |
| Students with disability | 8% |
| Students with no reported disability | 10% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 0% |
| All Students | 57% |
| Females | 65% |
| Males | 48% |
| African American | 38% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 67% |
| Students with disability | 22% |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 58% |
| All Students | 21% |
| Females | 17% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 36% |
| Males | 43% |
| African American | 30% |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 48% |
| Students with disability | 11% |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 56% |
| All Students | 43% |
| Females | 38% |
| Males | 48% |
| African American | 32% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 53% |
| Students with disability | 18% |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 50% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 7% |
| Females | 10% |
| Males | 4% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 44% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 36% |
| Males | 40% |
| African American | 32% |
| Asian | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 35% |
| Students with disability | 12% |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 36% |
| All Students | 61% |
| Females | 65% |
| Males | 58% |
| African American | 52% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 63% |
| Students with disability | 33% |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 59% |
| All Students | 26% |
| Females | n/a |
| Males | 31% |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 15% |
| Males | 16% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 16% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 7% |
| Males | 2% |
| African American | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 13% |
| Females | 9% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 42% |
| Males | 39% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 17% |
| All Students | 18% |
| Females | 8% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 29% |
| Males | 59% |
| Hispanic or Latino | 36% |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 50% |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 29% |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 60% |
| Males | 51% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 33% |
| All Students | 8% |
| Females | 6% |
| Males | 11% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 3% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 9% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 45% |
| Males | 45% |
| African American | 58% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 23% |
| All Students | 33% |
| Females | 31% |
| Males | 37% |
| African American | 35% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 34% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 21% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 3% |
| Females | 6% |
| Males | 0% |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 3% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 0% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 17% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 15% |
| Males | 27% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 35% |
| Females | 36% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 54% |
| Males | 47% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 58% |
| Students with disability | 40% |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 56% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 32% |
| Females | 33% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 37% |
| Males | 45% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 46% |
| Students with disability | 22% |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 50% |
| All Students | 38% |
| Females | n/a |
| Males | 41% |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 50% |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
223 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
228 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 91% |
| Males | 80% |
| African American | 84% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 85% |
| Declined to state | 100% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| All Students | 79% |
| Females | 84% |
| Males | 74% |
| African American | 80% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Declined to state | 93% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 86% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 62% | 28% | ||
| Hispanic or Latino | 15% | 49% | ||
| Multiple or No Response | 9% | 3% | ||
| African American | 7% | 7% | ||
| Asian | 3% | 8% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 0% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 35% | N/A | 52% |
| Students typically attend these schools prior to attending this school |
Brick and Mortar Public School |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 19 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 2 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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| Best ways for parents to contact the school |
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| Special schedule |
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| Is there an application process? |
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| Fax number |
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| Instructional and/or curriculum models used Don't understand these terms? |
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| Specific academic themes or areas of focus Don't understand these terms? |
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| Bi-lingual or language immersion programs offered Don't understand these terms? |
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| Level of special education programming offered |
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| Foreign languages taught |
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| Level of ESL/ELL programming offered |
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| Vocational or skills-based training offered |
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Tips for understanding school culture
| Dress Code |
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| Bullying policy |
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| Parent involvement |
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| More from this school |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
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| Students typically come from these schools | Brick and Mortar Public School |
| College preparation / awareness offered | College prep programs/courses during the year College presentations or information sessions School-sponsored trips to college campuses |
2360 Shasta Way
Unit A
Simi Valley,
CA 93065
Website: Click here
Phone: (866) 339-6787
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