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Teacher quality
Principal leadership
Parent involvement
My son began at this school to remove him from the abusive environment he endured in the "traditional public schools" around where we live. He had been scoring so poorly in regular school, and was assaulted weekly due to his medical issues, and the school provided no support for him even disregarding when one teacher would verbally abuse him during classes. So I decided to try CAVA, and we were placed in CAVA-San Mateo district last school year. This program gave me back my child. We had freedom to work on his medical treatments, no lapses in his education during hospital stays, doctor's appointments didn't mean he missed any lessons, and his attitude changed so much. I had a happy child again, who smiled freely and had no reason to fear bullies anymore. His grades improved drastically and his test scores shot back up. This was the best thing that happened to my son's education in years. And his teacher has been beyond amazing, supportive, and so helpful. I even loved that when our area was transferred to CAVA-San Joaquin this year, that he got to keep the same teacher. This was the best academic choice ever for him. I'm so grateful for this school program.
—Submitted by a parent
As a student, I prefer online over traditional school. I'm able to focus without social distractions and I've learned to manage my own time. Also, I have more available hours to work and volunteer.
Our kids were in this program for only 3 months this fall but we had to pull them out because they were becoming starved for the company of other kids. So my review is based on that little time. We LOVED the curriculum and the technology. Homeschooling is a complicated process and it's done for a variety of reasons so CAVA can't possibly meet everyone's needs. So please view this as a critique, and not criticism. We thought there was just too much work being assigned. We're smart, educated people. Our kids are smart little bookworms. But it took every minute of our day to get through all of the assignments. We went from not enough science, art, and history in public school, to WAY TOO MUCH. My kids loved the courses (except for music, which we all agreed was really lame) but they became burned out on always being behind and always playing catchup. Also, the teacher was very disorganized and inexperienced. She had never taught public school before. She was inadequately trained on the school website/learning system and I found myself having to explain to her how some stuff worked. She had poor communication skills, which led to a lot of parent confusion.
—Submitted by a parent
I have been with this school for going on the 6th year. My kids LOVE the program. We like the teachers they give us to help us out as needed. I do have to say that this year we have had more issues with the program than in the past 5 yrs. We are going into our 3rd teacher for my oldest child because of the school changing the grades each teacher is assigned to, and with each change different assignments are expected as the quarterly samples. I have called the head office and haven't had any luck in getting a response as to who our new teacher is going to be or when they are assigning us one. So far one week with no assigned teacher. NOT GOOD!
—Submitted by a parent
We started with CAVA San Mateo this fall after removing our kids from the local school. It is wonderful! The teachers and administrative staff are so responsive I feel like they are in the room with me answering questions immediately. My kids are so happy and challenged - the hard part is slowing them down so they don't do school stuff all day long. It is an absolutely fabulous curriculum and we have the best teacher we have ever had in my kids' schooling experience. There are advanced programs for kids above grade level and the whole program is so flexible its amazing! There are lots and lots of social activities that allow the kids to meet others in the program. The only challenge is the ammount of work required by the parent, but for us its totally worth it to give our kids the kind of education we wish for them.
—Submitted by a parent
I recently found out that many students are not scoring well on standardized tests and there is a huge push to get children at grade-level. This could be good, but if your child is not testing-age (2nd-12th) they are completely ignored. Also, there is very little concern about making sure your kids are soaking up the information. The emphasis is on making sure you log daily attendance rather than true education. I DO NOT RECOMMEND this school. There are a myriad of homeschool options out there. Look into them.
—Submitted by a parent
I would NOT recommend this school, specifically for summer coursework. There is no oversight and it's hard to find assistance when problems arise. My student had technical issues from the 1st day of enrolling in CAVA summer school. She was booted out of CAVA a few days after enrolling during a system dump. Then the entire system crashed causing all students to lose the work they'd done. Subsequently, my niece was told she had to redo all the work she'd completed. To fix their mistake, her instructor excused her from some of her work & told her to complete exams only but she was locked out of all exams. The teacher said not to worry as she was getting a D-. My niece said she didnt want a D & was told that's all she could get due to the excused work. The technical problems were CAVA's & work was excused as a result, but the teacher ended up giving her 0's for the excused work. The administration said there was nothing they could do about it. This was a waste of time & $150. DONT REPEAT OUR MISTAKE.
—Submitted by a parent
GREAT school and supportive staff! I will never put my children in traditional school again. LOVE, LOVE, LOVE the curriculum and the format!!! The Cupertino Co-op helps with staying on pace and provides an excellent opportunity for socialization. :))
—Submitted by a parent
We are new this year to CAVA. We left a "traditional" school b/c a "transional" school did not meet our expectation. Our family moves every couple of years and noticed that local elementary schools were at a low standard. I feel like CAVA is much more advanced in LA, Science and Math (right on the money) but History and Art are way above grade level and Music should be dropped or encouaged in a different way (like pre-school music). All in all our child is a second grader who reads on a fifth grade level (b/c of CAVA) Math is on a forth/fifth grade level and is not "timed" or rushed like a traditional school (not sure why they "time" kids). They have a great approach to learning. I do wish parents were more open to weekly "playdates".
—Submitted by a parent
Great program for home schooling. Excellent materials such as books and teacher guides. You meet with the consular 3-4 times a year and she will test the child. Structured too. I highly recommend it if you are looking for the homeschooling of your child.
—Submitted by a parent
school is on probation as having not met the criteria of no child left behind. the teachers and adminisators do not have the childrens best interest at heart. it is a ok program for home schooling.
—Submitted by a parent
CAVA which operates under the national K12 organization provides a good home schooling alternative. Support for advance students is nil, teacher support while advetised in their brochures, is non existent.
—Submitted by a parent
as a parent whose son started the 6th grade a year and a half ago, the learning expierence between this school and the former public school, which had the highest rating in redwood city is day and nite. my son who the public school put into remedial programs without my knowledge is excelling. he is ontime to finish 8th grade this year, that's 3 years of schooling in 2 years. having said that it's been a lonely battle to get new courses, school resist advancing students, teachers are worthless.
—Submitted by a parent
The classes and everything is very good and it teaches and explains thing way better than regular school. The thing that upsetted me was they did not put my daughter in the classes she signed up for. I had to leave the school because of it.
—Submitted by a parent
The curriculum is top notch, and I appreciate how it offers even kindergartners history, science, art and music. I feel like my kids are getting a complete and well rounded education.
—Submitted by a parent
My son had trouble learning at a fantastic Charter school, but needed 1:1. CAVA saved us. We went up a whole grade level in 6 months. I learned so much about my son and his LD. CAVA teachers and curriculum are the best!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
49 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
79 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
59 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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
76 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
84 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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
110 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.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
141 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.
16 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.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
142 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.
65 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.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
119 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.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
42 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.
11 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
53 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.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
103 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.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
22 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.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
16 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 | 58% |
| Females | 48% |
| Males | 64% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 48% |
| Males | 68% |
| 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) | 62% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 73% |
| 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 | 49% |
| Females | 53% |
| Males | 47% |
| African American | 31% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 51% |
| Students with disability | 30% |
| Students with no reported disability | 52% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 57% |
| Males | 50% |
| African American | 17% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 77% |
| 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 | 68% |
| Females | 67% |
| Males | 69% |
| 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) | 64% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 36% |
| Males | 58% |
| 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) | 47% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 57% |
| 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 | 79% |
| Females | 84% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 63% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| 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) | 47% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 69% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| 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 | 38% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 69% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| 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 | 38% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 40% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| 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 | 8% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 55% |
| 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 | 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 | 80% |
| Males | 65% |
| African American | 59% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| 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 | 42% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 44% |
| Males | 37% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| 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 | 8% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 53% |
| 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 | 14% |
| Females | 11% |
| Males | 18% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 55% |
| Males | 56% |
| African American | 35% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 42% |
| Females | 39% |
| Males | 46% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 53% |
| Students with disability | 27% |
| Students with no reported disability | 44% |
| 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 | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 38% |
| Males | 49% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 49% |
| Students with disability | 45% |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 86% |
| 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 | 11% |
| Females | 10% |
| Males | 13% |
| 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) | 11% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 12% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| 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) | 14% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| 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 | 50% |
| Females | 47% |
| 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) | 42% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| 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 | 36% |
| Males | 45% |
| African American | 33% |
| Asian | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| 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 | 25% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 25% |
| All Students | 65% |
| Females | 66% |
| Males | 63% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| 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 | 47% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 74% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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 | 19% |
| Females | 9% |
| Males | 32% |
| 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) | 17% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| 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 | 20% |
| 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 | 27% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| 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 |
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 | 6% |
| Females | 11% |
| Males | 0% |
| African American | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| 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 | 16% |
| Females | 0% |
| Males | 36% |
| 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) | 8% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 14% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 25% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 23% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| 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 | 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 | 30% |
| Females | 21% |
| Males | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 27% |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| 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 | 56% |
| Females | 63% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| 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) | 57% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 57% |
| All Students | 8% |
| Females | 10% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| 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 | 0% |
| 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 | 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 | 50% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 45% |
| All Students | 34% |
| Females | 25% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 34% |
| 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) | 30% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 46% |
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 | n/a |
| Males | n/a |
| African American | 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 | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 7% |
| 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 | 0% |
| Females | 0% |
| Males | 0% |
| 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) | 0% |
| Economically disadvantaged | n/a |
| 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 | 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 | 0% |
| All Students | 6% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| 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 | 14% |
| Females | 11% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| 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 | 17% |
| 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 | 9% |
| 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 | 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 | 48% |
| Females | 50% |
| Males | 45% |
| African American | 29% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| 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 | 27% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 60% |
| All Students | 0% |
| Females | 0% |
| 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) | 0% |
| Economically disadvantaged | n/a |
| 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 | 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 | 41% |
| Females | 27% |
| 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) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| 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 | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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 | 36% |
| Females | 32% |
| Males | 41% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 33% |
| All Students | 44% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 50% |
| Students with no reported disability | 40% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| 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.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
104 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 | 88% |
| Females | 91% |
| Males | 84% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 92% |
| Declined to state | 85% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 93% |
| 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 | 83% |
| Females | 83% |
| Males | 82% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 95% |
| Declined to state | 71% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 87% |
| 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
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 - 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 | 44% | 28% | ||
| African American | 14% | 7% | ||
| Multiple or No Response | 13% | 3% | ||
| Hispanic or Latino | 11% | 49% | ||
| Asian | 10% | 8% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Pacific Islander | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 1% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 36% | 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 | 22 | 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 | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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| Extra learning resources offered |
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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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