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GreatSchools Rating

California Virtual Academy @ Los Angeles School

Charter | K-12 | 4222 students

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

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 6 ratings
2013:
Based on 8 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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39 reviews of this school


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Posted June 22, 2010

This ia an amazing program! We are so happy to be a part of this school. Our family actually had good experiences with traditional schooling socially but our son was always so far ahead of the available course offereings, he was growing bored with the process. Because CAVA is mastery based, he is able to work at an acelerated pace and is doing VERY well! Although we did not plan to homeschool, we are having such a great experience that we have decided to enroll our daughter when she starts kindergarten next year...BRAVO!
—Submitted by a parent


Posted May 1, 2010

CAVA@Los Angeles is the best! Our child is only in kindergarten and within 3 months of starting the program she learned how to read independently. She was bored when attending a traditional school. She was not being challenged. Now with CAVA, she gets to choose what subjects to study in any given order. She is more confident and she attends all the field trips. We have a great teacher that we can contact whenever we need help. CAVA is a great choice for homeschooling!
—Submitted by a parent


Posted April 6, 2010

My son was dealing with depression and wouldn't get up to go to school! I found CAVA and it was a blessing! Even though he didn't do all of his work, he got through to the next grade because of the compassionate teachers that guided us along the way. CAVA has an excellent program...if I can do it anyone can! THANK YOU CAVA!
—Submitted by a parent


Posted April 4, 2010

Both of my sons attend this school and are enjoying the most enriching, complete learning experience of their life. They are in middle school. One has a learning disability (high functioning autism) and one does not. I believe the curriculum seems so 'advanced' only because many of our brick and mortar schools today are able to teach so little with the existing state of funding and relatively short daily schedules. In addition, while the API score for this schools is admittedly low, I believe that is a reflection of the widely disparate motivational level of homeschooling families in general with respect to standardized testing. My sons earn very high scores on state standardized tests, but our family is very focused on the goal of higher education, so we spend time --using CAVA's wide variety of test prep resources--making sure that they are prepared to take their tests,
—Submitted by a parent


Posted February 21, 2010

We decided to try CAVA after my daughter was assigned to an abusive third grade teacher in an otherwise excellent LAUSD school. We encouraged her to try to endure the experience, but she was so stressed out that she was losing weight. CAVA accepted us near the end of the first semester, which we greatly appreciated. Before discovering CAVA, I had considered homeschooling. I knew I could handle the teaching but worried about which books to use and how to cover all the state curriculum standards. CAVA handles all that for you. They provide a truly exceptional set of materials and an outstanding system of organization. Still, homeschooling isn't easy. It requires effort, perparation and diligence from the 'learning coach' as well as the student. I agree it is probably not for children with learning disabilities. The curriculum is rigorous and demanding if you follow the plan to the full extent.
—Submitted by a parent


Posted February 9, 2010

There are pros and cons of CAVA. Our son had some emotional and social issues and we used CAVA for all of 5th grade, then he wanted to try Middle School and by the second month of 7th grade we had returned to CAVA. The curriculum *is* advance, which may be good for a gifted student but much more challenging for a child who already has learning issues. The assigned teachers, as well as the day's scheduled lessons, spend about 30% of the time focusing on preparing for state tests (STAR). This, obviously, is for the school's benefit so they can keep their funding. However, it really does nothing to benefit your child. And, despite the many internet ads for K12 virtual schools that say your child can 'work at their own pace'....this really is not true.
—Submitted by a parent


Posted September 20, 2009

Deciding to take my two children ages 9 and 16 out of the public school system was my best decision in my life. CAVA has been such a blessing for my children. The curriculum has been outstanding, my children are now being challenged everyday. No more just sitting in class reading a book and having no teacher interaction. My son has excelled and has a better outlook about school. His self esteem and confidence has improved.
—Submitted by a parent


Posted September 17, 2009

i love my son's teacher-Mrs. Koboka! all the benefits of homeschooling, with the ease of public school. the materials are shipped right to your door free of cost! it is the best school i have ever heard of :)
—Submitted by a parent


Posted August 11, 2009

It works beautifully for our needs.
—Submitted by a parent


Posted July 12, 2009

This is such a great school! We moved to Los Angeles to pursue my daughter's acting career, and it was the best decision we've ever made. The schools in our area are horrible, so we felt like we were at a dead end. Plus, with all of the auditions she goes on a week, there was no way regular schooling could ever be an option. CAVA allows her to work at her own pace, giving us the hours we need. If we need to go to an audition in the middle of the day, we can because we can pick up were we left off later, instead of losing valuble school time everytime she has an audition. I highly reccomend this school to all students who don't have the best schools in their area, or who are the parents of young actors and want to have your own schedule!
—Submitted by a parent


Posted March 18, 2009

Enrolling my beautiful 8 year old son in CAVA was the best choice I have ever made on anything in my life! If you are at home, or can be, DO IT! It boosts their self esteem if they are a child who has had difficulties in traditional school settings. They can go at their own pace, though, it is important to encourage, motivate and push when necessary. They are kids, right?! It is a fantastic program that is so much more entertaining, with audio History lessons, and hands on Science and Art projects! We LOVE it!! What a blessing! My son struggled with comprehension and being bullied. Not all teacher's are willing to support in the way they need. My son wants to review his progress and I can give him a pat on the back for his efforts. At the day's end, you know what they learned. DO IT! ~CDLTNLA
—Submitted by a parent


Posted September 27, 2008

Finally, a school where my highly gifted son can work at his own pace and thrive. The curriculum is excellent, doesn't teach to the test, and is good for all learning styles. Our teacher is very supportive. There are tons of field trips you can attend throughout California, and community day (where we drop off our kids once a week for 'regular' schooling, but they're placed by ability, not age). We are so happy with CAVA.
—Submitted by a parent


Posted September 11, 2008

My daughter has been in CAVA since it started its second year. My son just returned after trying public school for one year. Public school has so much lacking as far as the amount of time spent on any subject. They do a lot of recess and other activities which are good because they need the breaks, but as far as being able to control problem children, they fail to make the grade on that. I find that my children are learning so much more and the materials are more challenging. They also offer so many resources to help your child learn when they are having difficulty with a subject or particular area within that subject. Thank you CAVA!
—Submitted by a parent


Posted August 28, 2008

I feel so fortunate to be a parent who can be home to utilize CAVA. I have a daughter in the 8th grade and we ran out of options where we live. The schools are horrible. One school we did try that was supposed to be 'good' turned out to be just another failing public school where kids wore uniforms. CAVA is also a little more advanced. When we sent our daughter to this 'good' school the class was just beginning to study a history lesson that she had completed over a year ago. The same was true in English and Composition. The beauty of CAVA is that your child can go at their own pace. They are never held up by the traditional approach to teaching where everyone stays together and works on the same lessons. We highly recommend CAVA!
—Submitted by a parent


Posted July 21, 2008

After having been in a private independent study school for 5 years, then attending a 'high end' public magnet school in Camarillo for a short time, we realized we wanted to go back to 'independent study' due to the ridiculous amounts of homework for a 6th grader, extreme disciplinary actions for not finishing 'classwork', i.e. sitting in 'detention', etc. This type of 'socializaiton' was not befitting our extremely bright (Star scored as a senior in high school!) child. Therefore, we discovered CAVA and we enrolled a quarter into the year and love it! The curriculum is about 1-2 years ahead of the local public schools, it is both computer and book based, it offers great flexibility for middle schoolers who are in sports or other activities. CAVA is awesome! The field trips are great and teachers are dedicated and thorough! We will do all of middle school here!
—Submitted by a parent


Posted June 26, 2008

My daughter is in CAVA's VHS. The high school teachers have been excellent. The online explanations are excellent. The expectations for the students are high. I do wish that there were more CAVA-planned field trips/activities for the high school students. There were few ways for students to connect in person that were sponsored by CAVA. Also, CAVA needs to find a way to get their science courses-Biology, Chemistry, Physics, etc.-accepted by UC and other colleges. Perhaps they could have a once a month lab for students taking Biology, etc. that could be approved by UC schools?
—Submitted by a parent


Posted March 2, 2008

This is a really good school. My son is in his second year here, and it has worked out great for him. He can do many activities during the week that he would never get to do if he were in a brick and mortar school.
—Submitted by a parent


Posted January 29, 2008

Great school if you are lucky enough to be assigned a great teacher and have a great support system
—Submitted by a parent


Posted September 26, 2007

I have found CAVA to be an excellent option/solution. We did not set out to homeschool, but with some less than stellar experiences with traditional school settings, this has been a great option. It's the best of both worlds. I like that we can go at our own pace, we can do history all day if my son is into a part of history that interests him. But it is also set up in a traditional school manner from a practical delivery perspective. The program is delivered in a way that allows us to take the best of traditional school structure and replicate that in our day if we want to. Additonally, there is so much support from our homeroom teacher. I can contact him whenever we have difficulty or problems. We are more than prepared for the state tests. We socialize by attending after school programs and CAVA community days.
—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

745

Change from
2012 to 2013

+8

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school 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

745

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

+8

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)

3 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

233 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
39%

2011

 
 
42%

2010

 
 
35%
Math

The state average for Math was 65% in 2013.

233 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
40%

2011

 
 
50%

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 46% in 2013.

259 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
36%

2011

 
 
35%

2010

 
 
37%
Math

The state average for Math was 66% in 2013.

261 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
47%

2011

 
 
42%

2010

 
 
38%
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.

268 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
55%

2011

 
 
61%

2010

 
 
63%
Math

The state average for Math was 72% in 2013.

268 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
38%

2011

 
 
48%

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.

301 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
61%

2011

 
 
63%

2010

 
 
64%
Math

The state average for Math was 65% in 2013.

301 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
38%

2011

 
 
37%

2010

 
 
35%
Science

The state average for Science was 57% in 2013.

301 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
52%

2011

 
 
55%

2010

 
 
54%
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.

380 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
55%

2011

 
 
58%

2010

 
 
60%
Math

The state average for Math was 55% in 2013.

379 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
34%

2011

 
 
32%

2010

 
 
38%
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.

2013

 
 
n/a

2012

 
 
50%

2011

 
 
31%

2010

 
 
n/a
English Language Arts

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

451 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
67%

2011

 
 
65%

2010

 
 
65%
Math

The state average for Math was 52% in 2013.

441 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
39%

2011

 
 
35%

2010

 
 
34%
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.

459 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
15%

2011

 
 
17%

2010

 
 
26%
English Language Arts

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

527 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
57%

2011

 
 
61%

2010

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

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

52 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
18%

2011

 
 
14%

2010

 
 
32%
Geometry

The state average for Geometry was 85% in 2013.

13 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
n/a

2011

 
 
78%

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

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

540 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
37%

2011

 
 
46%

2010

 
 
41%
Science

The state average for Science was 67% in 2013.

529 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
41%

2011

 
 
44%

2010

 
 
42%
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.

191 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
8%

2011

 
 
10%

2010

 
 
14%
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.

33 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
52%

2011

 
 
61%

2010

 
 
66%
Earth Science

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

274 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
40%

2011

 
 
50%

2010

 
 
44%
English Language Arts

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

317 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
60%

2011

 
 
66%

2010

 
 
66%
General Mathematics (Grades 6 & 7 Standards)

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

22 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
38%

2011

 
 
21%

2010

 
 
22%
Geometry

The state average for Geometry was 45% in 2013.

95 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
25%

2011

 
 
26%

2010

 
 
31%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
19%

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
40%

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.

73 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
3%

2011

 
 
3%

2010

 
 
5%
Algebra II

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

66 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
8%

2011

 
 
22%

2010

 
 
14%
Biology/Life Sciences

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

171 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
36%

2011

 
 
39%

2010

 
 
41%
Chemistry

The state average for Chemistry was 46% in 2013.

45 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
18%

2011

 
 
23%

2010

 
 
33%
Earth Science

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

42 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
25%

2011

 
 
39%

2010

 
 
n/a
English Language Arts

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

287 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
53%

2011

 
 
57%

2010

 
 
58%
Geometry

The state average for Geometry was 15% in 2013.

110 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
9%

2011

 
 
8%

2010

 
 
16%
High School (Summative) Mathematics (Grade 9-11)

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

11 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
n/a

2011

 
 
27%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

281 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
46%

2011

 
 
47%

2010

 
 
54%
World History

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

258 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
34%

2011

 
 
34%

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

Algebra I

The state average for Algebra I was 10% in 2013.

26 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
5%

2011

 
 
6%

2010

 
 
4%
Algebra II

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

62 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
4%

2011

 
 
1%

2010

 
 
0%
Biology/Life Sciences

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

29 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
28%

2011

 
 
27%

2010

 
 
39%
Chemistry

The state average for Chemistry was 32% in 2013.

78 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
18%

2011

 
 
12%

2010

 
 
11%
Earth Science

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

48 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
34%

2011

 
 
27%

2010

 
 
n/a
English Language Arts

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

282 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
53%

2011

 
 
54%

2010

 
 
52%
Geometry

The state average for Geometry was 8% in 2013.

81 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
2%

2011

 
 
1%

2010

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

42 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
27%

2011

 
 
9%

2010

 
 
33%
Physics

The state average for Physics was 58% in 2013.

13 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

285 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
43%

2011

 
 
45%

2010

 
 
37%
World History

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

20 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
14%

2011

 
 
30%

2010

 
 
20%
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 Students41%
Females43%
Males39%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged27%
Not economically disadvantaged53%
Students with disability14%
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 graduate31%
Parent education - some college (includes AA degree)24%
Parent education - college graduate61%
Parent education - graduate school/post graduate68%
Parent education - declined to state33%

Math

All Students41%
Females39%
Males43%
African American25%
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)49%
Economically disadvantaged29%
Not economically disadvantaged51%
Students with disability14%
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 graduate27%
Parent education - some college (includes AA degree)24%
Parent education - college graduate61%
Parent education - graduate school/post graduate80%
Parent education - declined to state35%
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 Students35%
Females36%
Males35%
African American15%
Asian44%
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)46%
Economically disadvantaged22%
Not economically disadvantaged46%
Students with disability24%
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate22%
Parent education - some college (includes AA degree)30%
Parent education - college graduate47%
Parent education - graduate school/post graduate56%
Parent education - declined to state34%

Math

All Students39%
Females36%
Males42%
African American25%
Asian63%
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)50%
Economically disadvantaged23%
Not economically disadvantaged52%
Students with disability17%
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only41%
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)32%
Parent education - college graduate50%
Parent education - graduate school/post graduate63%
Parent education - declined to state39%
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 Students60%
Females64%
Males56%
African American54%
Asian92%
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%
Not economically disadvantaged66%
Students with disability21%
Students with no reported disability63%
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 graduate46%
Parent education - some college (includes AA degree)61%
Parent education - college graduate73%
Parent education - graduate school/post graduate76%
Parent education - declined to state56%

Math

All Students46%
Females45%
Males47%
African American32%
Asian83%
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)46%
Economically disadvantaged33%
Not economically disadvantaged54%
Students with disability26%
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 graduate33%
Parent education - some college (includes AA degree)44%
Parent education - college graduate57%
Parent education - graduate school/post graduate66%
Parent education - declined to state41%
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%
Females58%
Males49%
African American38%
Asian71%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged38%
Not economically disadvantaged65%
Students with disability21%
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only54%
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)70%
Parent education - college graduate66%
Parent education - graduate school/post graduate73%
Parent education - declined to state40%

Math

All Students37%
Females36%
Males37%
African American18%
Asian64%
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged23%
Not economically disadvantaged46%
Students with disability8%
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only37%
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)39%
Parent education - college graduate51%
Parent education - graduate school/post graduate68%
Parent education - declined to state24%

Science

All Students45%
Females44%
Males44%
African American26%
Asian71%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged28%
Not economically disadvantaged57%
Students with disability20%
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 graduate34%
Parent education - some college (includes AA degree)52%
Parent education - college graduate57%
Parent education - graduate school/post graduate73%
Parent education - declined to state29%
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 Students60%
Females68%
Males52%
African American35%
Asian71%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged47%
Not economically disadvantaged70%
Students with disability13%
Students with no reported disability63%
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 graduate50%
Parent education - some college (includes AA degree)62%
Parent education - college graduate78%
Parent education - graduate school/post graduate76%
Parent education - declined to state44%

Math

All Students37%
Females38%
Males36%
African American13%
Asian63%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged23%
Not economically disadvantaged48%
Students with disability9%
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only37%
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)35%
Parent education - college graduate47%
Parent education - graduate school/post graduate54%
Parent education - declined to state20%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

English Language Arts

All Students59%
Females63%
Males54%
African American48%
Asian70%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged49%
Not economically disadvantaged65%
Students with disability25%
Students with no reported disability62%
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 graduate48%
Parent education - some college (includes AA degree)59%
Parent education - college graduate74%
Parent education - graduate school/post graduate83%
Parent education - declined to state49%

Math

All Students33%
Females29%
Males38%
African American19%
Asian45%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged25%
Not economically disadvantaged38%
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 graduate22%
Parent education - some college (includes AA degree)34%
Parent education - college graduate43%
Parent education - graduate school/post graduate55%
Parent education - declined to state28%
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 Students18%
Females17%
Males18%
African American6%
Asian33%
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged9%
Not economically disadvantaged23%
Students with disability27%
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)20%
Parent education - college graduate22%
Parent education - graduate school/post graduate46%
Parent education - declined to state10%

English Language Arts

All Students60%
Females62%
Males56%
African American42%
Asian81%
Filipino69%
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged53%
Not economically disadvantaged64%
Students with disability15%
Students with no reported disability62%
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 graduate54%
Parent education - some college (includes AA degree)54%
Parent education - college graduate70%
Parent education - graduate school/post graduate82%
Parent education - declined to state47%

General Mathematics (Grades 6 & 7 Standards)

All Students6%
Females4%
Males8%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged4%
Not economically disadvantaged7%
Students with disability0%
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
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 Students53%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
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 Students42%
Females40%
Males44%
African American22%
Asian71%
Filipino62%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged32%
Not economically disadvantaged49%
Students with disability8%
Students with no reported disability45%
English learner9%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate32%
Parent education - some college (includes AA degree)42%
Parent education - college graduate58%
Parent education - graduate school/post graduate64%
Parent education - declined to state31%

Science

All Students45%
Females42%
Males48%
African American23%
Asian65%
Filipino46%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged32%
Not economically disadvantaged54%
Students with disability14%
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 graduate33%
Parent education - some college (includes AA degree)50%
Parent education - college graduate61%
Parent education - graduate school/post graduate74%
Parent education - declined to state30%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students8%
Females7%
Males9%
African American2%
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)12%
Economically disadvantaged3%
Not economically disadvantaged12%
Students with disability0%
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate10%
Parent education - some college (includes AA degree)10%
Parent education - college graduate0%
Parent education - graduate school/post graduate19%
Parent education - declined to state4%

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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students39%
Females39%
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)44%
Economically disadvantaged50%
Not economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only41%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students37%
Females27%
Males46%
African American16%
Asiann/a
Filipino36%
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged25%
Not economically disadvantaged46%
Students with disability25%
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only36%
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)41%
Parent education - college graduate48%
Parent education - graduate school/post graduate76%
Parent education - declined to state25%

English Language Arts

All Students66%
Females64%
Males69%
African American57%
Asiann/a
Filipino57%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged60%
Not economically disadvantaged71%
Students with disability50%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)69%
Parent education - college graduate79%
Parent education - graduate school/post graduate92%
Parent education - declined to state58%

General Mathematics (Grades 6 & 7 Standards)

All Students9%
Females0%
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 disadvantaged0%
Not economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students16%
Females20%
Males11%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)22%
Economically disadvantaged17%
Not economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability16%
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 graduate10%
Parent education - some college (includes AA degree)0%
Parent education - college graduate25%
Parent education - graduate school/post graduate31%
Parent education - declined to state13%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students4%
Females2%
Males7%
African American0%
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)10%
Economically disadvantaged0%
Not economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only4%
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)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students20%
Females11%
Males32%
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)22%
Economically disadvantaged16%
Not economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability19%
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 graduate8%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate31%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Biology/Life Sciences

All Students31%
Females28%
Males34%
African American15%
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)41%
Economically disadvantaged27%
Not economically disadvantaged34%
Students with disability15%
Students with no reported disability33%
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 graduate29%
Parent education - some college (includes AA degree)22%
Parent education - college graduate52%
Parent education - graduate school/post graduate40%
Parent education - declined to state14%

Chemistry

All Students6%
Females6%
Males7%
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)9%
Economically disadvantaged8%
Not economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students36%
Females31%
Males44%
African American9%
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 disadvantaged22%
Not economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only36%
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 staten/a

English Language Arts

All Students60%
Females60%
Males60%
African American39%
Asian83%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged54%
Not economically disadvantaged64%
Students with disability22%
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only61%
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)58%
Parent education - college graduate78%
Parent education - graduate school/post graduate79%
Parent education - declined to state52%

Geometry

All Students3%
Females3%
Males2%
African American0%
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)6%
Economically disadvantaged2%
Not economically disadvantaged3%
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 graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate5%
Parent education - graduate school/post graduate8%
Parent education - declined to state0%

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

All Students18%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only18%
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 Students43%
Females46%
Males41%
African American20%
Asian41%
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)54%
Economically disadvantaged35%
Not economically disadvantaged49%
Students with disability14%
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)41%
Parent education - college graduate59%
Parent education - graduate school/post graduate68%
Parent education - declined to state24%

World History

All Students39%
Females32%
Males47%
African American20%
Asian41%
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)50%
Economically disadvantaged29%
Not economically disadvantaged44%
Students with disability14%
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)38%
Parent education - college graduate62%
Parent education - graduate school/post graduate66%
Parent education - declined to state24%
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%
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 disadvantaged0%
Not economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students8%
Females3%
Males18%
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)9%
Economically disadvantaged9%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate10%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students31%
Females31%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged23%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability31%
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students9%
Females6%
Males17%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged8%
Not economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate3%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Earth Science

All Students29%
Females28%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged18%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only29%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

English Language Arts

All Students55%
Females59%
Males50%
African American42%
Asian87%
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)59%
Economically disadvantaged52%
Not economically disadvantaged58%
Students with disability31%
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only56%
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 graduate63%
Parent education - graduate school/post graduate64%
Parent education - declined to state59%

Geometry

All Students2%
Females2%
Males3%
African American8%
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)3%
Economically disadvantaged0%
Not economically disadvantaged5%
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 graduate3%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students31%
Females36%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged13%
Not economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability31%
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 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

Physics

All Students54%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
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 Students44%
Females38%
Males53%
African American43%
Asian53%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged38%
Not economically disadvantaged49%
Students with disability30%
Students with no reported disability46%
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 graduate41%
Parent education - some college (includes AA degree)63%
Parent education - college graduate50%
Parent education - graduate school/post graduate57%
Parent education - declined to state34%

World History

All Students30%
Females11%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

274 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
84%

2011

 
 
87%

2010

 
 
86%
Math

The state average for Math was 84% in 2013.

282 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
73%

2011

 
 
76%

2010

 
 
81%
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 Students87%
Females89%
Males85%
Gender Unknownn/a
African American73%
Asian92%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to state90%
Economically disadvantaged86%
Not economically disadvantaged88%
Economic Status Unknownn/a
Students with disability54%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students76%
Females75%
Males76%
Gender Unknownn/a
African American50%
Asian80%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Declined to state75%
Economically disadvantaged64%
Not economically disadvantaged84%
Economic Status Unknown67%
Students with disability39%
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 44%
Hispanic 27%
Black 19%
Asian 5%
American Indian/Alaska Native 1%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 55%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
Private School
Homeschool
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

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

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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
Performing and written arts
  • Drama
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
School leaders can update this information here.

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

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
  • Individually guided instruction
  • 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
School leaders can update this information here.

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Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • None
Music
  • Theory
Performing arts
  • Drama
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
  • National Honor Society
  • Oceanography club
  • Quiz bowl
  • Sewing/knitting club
  • Yoga club
School leaders can update this 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.
School leaders can update this 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.

 
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What are your chances?

Students typically come from these schools
Brick and Mortar Public School
Private School
Homeschool

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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