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GreatSchools Rating

Aspire Benjamin Holt College Preparatory Academy

Charter | 6-12 | 578 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 8 ratings

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28 reviews of this school


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Posted July 23, 2012

I was an eighth grade last year and I love it. It was also my first year in that school. Going to Benjamin Holt increase my skills. With the help of my teacher I was able to pass my exhibition in the first try. My eighth grade teachers prepared me to go to high school and to believe in myself. They taught me to believe in my dreams and goals. Also everyone can get an education if we try.


Posted September 30, 2010

I used to go to ben holt, but recently left to go to a better high school. this school has an excellent teaching staff. the humanities department is one of the best in the state. However the administration is quite lacking. this school does not live up to the Aspire name. the teachers are treated with disrespect as are the students. the broken promises and ultra specific rules (the uniform policy being the worst) eerily and ironically remind me of communism. this would be a five star school with a new administration, more options for electives, and more freedom in general.


Posted July 26, 2010

I used to go to this school but recently left for a normal high school experience. My little sister got in and went to school today for a few hours. Not that much later my mom got a call that since I and my other sister didn't go there she would not be allowed to attend. So my mom had to go pick her up after already getting uniforms, some supplies, enrolling her, and starting school.! This was just crazy and unexcusable. I would not reccomend Ben Holt to anyone!


Posted May 14, 2010

the dean is a power crazy old hag and she is a mean overall person all but some teachers are nice


Posted April 29, 2010

I like the education lavel an the dicipline is too important and the support they give at the students
—Submitted by a parent


Posted February 17, 2010

I am currently a sophomore in college who has been a product of Aspire schools from 3rd -10th grade. Although I eventually left to peruse athletic opportunity; I found that it was Benjamin Holt Academy that instilled this push and established hope to not only make it to college but complete it as well. The class work may seem like a lot, but it is not to difficult because of the excellent teachers who have truly work in preparing their students to accomplish anything. I eventually left and felt that it was for the best, upon transferring to Bear Creek I found it difficult to complete college classes as well as regular classes. Benjamin Holt provides student an opportunity to take college classes as regular classes and funds them as well. Overall I am blessed for a school that has truly made an impact on my life. I hope that it will remain a strong academic school. Overall I gave it 4 stars due to the lack of athletic programs and clubs, but overall it is a great school.
—Submitted by a student


Posted February 12, 2010

My son goes to Ben Holt he is constantly overloaded with projects and homework. I think the school is overkill on some things, aspire was a great experiance in elementary but they lack very much a proper high school experiance, where are the sports programs, where are the social functions. I am not alone i know many parents who feel the same way. Ben Holt can offer a better experiance if they tried - the kids need a real high school experiance they are not robot drones.
—Submitted by a parent


Posted January 5, 2010

I am currently in high school at Ben Holt and the amount of work that is given out is outrageous. I am an over achiever that maintains a 4.0 GPA. There are no sports or after school programs besides tutoring. There are minimal school dances and functions that include one dance a year and 3 Saturday schools where parents and students are required to attend where teachers go over a senior project like activity that each student must present to a panel of judges every year. The uniform policy is ridiculous. P.E. is not offered at all after 7th grade and we have no time to socialize with our friends. Students have to share minimal sized lockers with other kids. The school meals are outstandingly terrible. The work load is ridiculous, you have to 3 times as hard than you would at a regular high school.
—Submitted by a student


Posted December 16, 2009

Ben Holt is run by Aspire Public Schools, my twins have been in the Aspire program since the first gradeand are now in the 11th grad at Ben Holt. An outstanding experience for my children. The the teachers ar Wow teachers nit just one or two like most schools.
—Submitted by a parent


Posted November 20, 2009

I'm an eight grader at Ben Holt. It's really one of the best schools there is...it really is. As a student, however, 99.99% of the time I am stressing out over all the assignments we have to do. To only make it worse in 6th grade we had to have substitutes for almost a whole quarter. In 7th grade we managed to have all our teachers for the whole year but had to share electives with 6th graders...In the 8th grade we got a new math teacher before the 1st quarter was completely over and now we feel behind and then we have exhibitions every year! The way the staff actually stresses over uniforms is just ridiculous! They should spend more time trying to make our school have more extra curricular classes and sports instead of nagging us on our uniforms...
—Submitted by a student


Posted September 16, 2009

Loved the school. My daughter is a Junior in University, almost right out of high school, and was totally prepared for the college experience because of the great training and teaching at this school. I recommend it to all of the people in my life, as a much better alternative to the public schools in our area. The teachers actually CARE about the students, and it shows, daily.
—Submitted by a parent


Posted July 28, 2009

This is my son 2nd year here at BHPCA. We both enjoy the academics that the school offer to the students. I would love to see if there will be more electives, sports, and music classes. Also, please have an after school programs for students who needed help with their homework. Most important, please add a full kitchen in the school. We are both full time working parents, and have very little extra time for preparing hot meal for our kids. That why we are depending on the breakfasts and lunches at school. But our kids hate the daily meal at BHPCA. When is the breakfast or lunch time, it either too cold or too watery since it has to be transfered from another school. No wonder why their meal time was the worse compare to the regular public school. PLEASE FIX IT. Thank you
—Submitted by a parent


Posted June 29, 2009

BHCPA is a great school for academics, But I think they have too many projects and presentations. My child is up late completing homework assignments. For the parents that work it is difficut to find the time to help with your childs homework and juggle household chores. The students have to bring home a lot of work and her backpack is overloaded. I think there needs to be more diversity among the staff and students. The advisory class I think is good, because it helps to keep your child get organized and on task, believe me it is needed. This year I asked about student electives and was told the students will be rotating to a new elective every quarter. More parental input is needed. I think there should be more after school sports opportunities for the kids to join. I feel the principal should be more accessable to the parents.
—Submitted by a parent


Posted May 18, 2009

The school Is good academically, but for high school, it lacks the experience, something every child can have. Also, sports are at a none, and most students are unhappy there. Other schools offer AP classes, where the student can participate in sports, and be happy. I would NOT recommend this school.
—Submitted by a parent


Posted March 12, 2009

The learning inviorment at BHCPA is great it is a high school with out the violence, the only problem that it has is that it does not give the high school experience. you do not get to go to a real rally or have nice clubs like a high school, there are no sports and if you do decide to play at another school they give you a hasle about getting out of school early. there are little things that are not to par but what high school is perfect!
—Submitted by a student


Posted February 26, 2009

I am a seventh grader at this school. We recently got a bronze award for one of the best schools in the nation. That's quite an honor. They provide college classes for free, so as far as academics, this place is 'the best'. But that's not all that makes a great school. Ben Holt lacks extracurricular activities and sports. They aren't really able to do that with such a small number of students. The high school program seems nice, but it really isn't the high school experience. No football games, no homecoming. And the uniforms are HORRIBLE. the supervisors will go around and say, 'your shoes aren't uniform, go to the office!' or 'i can see that your undershirt isn't white.' Other than academics, this school needs some serious help.
—Submitted by a student


Posted November 3, 2008

this school has way too many uniform problems and why are they worring about what im wearing instead of my work.well as i think that is how it is. and these student led confrences im so stressed about them, im already stressed about my grades and homework and i dont need anymore stress. god i cant even stand it. i am stressinrg so much i cant focus on other things, yes i know you are getting us ready for college, but its easier if our teachers lead the confrences and we can be asked questions and answer them and it wouldnt mean extra work with the confrences and homework and we can focus on other classes and what we can do to help us acheive our goals and try to get extra credit. its just way too much for only a 8th grader.
—Submitted by a student


Posted October 31, 2008

its awesome they pay for all my college classes
—Submitted by a student


Posted September 27, 2008

This school is rigourous in academics and strives to be their very best. Not many extra-curricular activities like sports.
—Submitted by a student


Posted July 27, 2008

My daughter attended private school. She transfered to Ben Holt College Prep Academy in six grade. We are satisfied over all with the schools envinronment and the academic presentation. The only downfall lack of after school activities. Our priority is education, so we are keeping her in this school.
—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 2012.

This school's
API score

890

Change from
2011 to 2012

-1

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

9 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

890

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
2011 to 2012

-1

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

9 / 10

API Similar Schools Rank (2011)
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 59% in 2012.

114 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
77%

2010

 
 
76%

2009

 
 
65%
Math

The state average for Math was 55% in 2012.

120 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
74%

2010

 
 
69%

2009

 
 
61%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

115 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
77%

2010

 
 
79%

2009

 
 
77%
Math

The state average for Math was 52% in 2012.

117 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
63%

2010

 
 
70%

2009

 
 
71%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 49% in 2012.

113 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
76%

2010

 
 
67%

2009

 
 
58%
English Language Arts

The state average for English Language Arts was 59% in 2012.

116 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
81%

2010

 
 
63%

2009

 
 
67%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

119 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
82%

2010

 
 
66%

2009

 
 
66%
Science

The state average for Science was 66% in 2012.

115 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
85%

2010

 
 
85%

2009

 
 
75%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 25% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 69% in 2012.

87 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
56%

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

93 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
72%

2010

 
 
85%

2009

 
 
78%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
36%

2009

 
 
33%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 42% in 2012.

2012

 
 
n/a

2011

 
 
62%

2010

 
 
59%

2009

 
 
41%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

72 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
86%

2010

 
 
85%

2009

 
 
63%
Chemistry

The state average for Chemistry was 51% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

79 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
74%

2010

 
 
78%

2009

 
 
76%
Geometry

The state average for Geometry was 17% in 2012.

69 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

79 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
92%

2010

 
 
89%

2009

 
 
74%
World History

The state average for World History was 46% in 2012.

76 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
73%

2010

 
 
81%

2009

 
 
71%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

53 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
53%

2010

 
 
66%

2009

 
 
55%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

55 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
83%

2010

 
 
71%

2009

 
 
68%
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

52 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
54%

2010

 
 
33%

2009

 
 
37%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

The state average for U.S. History was 48% in 2012.

57 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
84%

2010

 
 
71%

2009

 
 
74%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students81%
Females84%
Males77%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
White (not Hispanic)81%
Economically disadvantaged79%
Non-economically disadvantaged82%
Students with disability82%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)78%
Parent education - college graduate72%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students68%
Females70%
Males66%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
White (not Hispanic)76%
Economically disadvantaged57%
Non-economically disadvantaged75%
Students with disability41%
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)64%
Parent education - college graduate84%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students87%
Females84%
Males91%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino84%
White (not Hispanic)95%
Economically disadvantaged73%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)87%
Parent education - college graduate100%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students74%
Females71%
Males79%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino61%
White (not Hispanic)88%
Economically disadvantaged64%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)75%
Parent education - college graduate79%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students64%
Females72%
Males57%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino40%
White (not Hispanic)86%
Economically disadvantaged46%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)58%
Parent education - college graduate68%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

English Language Arts

All Students76%
Females83%
Males68%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino68%
White (not Hispanic)84%
Economically disadvantaged69%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)76%
Parent education - college graduate74%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students75%
Females71%
Males78%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino64%
White (not Hispanic)89%
Economically disadvantaged73%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)82%
Parent education - college graduate71%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Science

All Students89%
Females95%
Males82%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino76%
White (not Hispanic)94%
Economically disadvantaged85%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
Parent education - some college (includes AA degree)89%
Parent education - college graduate86%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students63%
Females74%
Males47%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino57%
White (not Hispanic)68%
Economically disadvantaged63%
Non-economically disadvantaged63%
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only63%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)57%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students82%
Females89%
Males72%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
White (not Hispanic)95%
Economically disadvantaged74%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)76%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students81%
Females82%
Males79%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
White (not Hispanic)89%
Economically disadvantaged70%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
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)78%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 - declined to staten/a

English Language Arts

All Students75%
Females84%
Males66%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
White (not Hispanic)75%
Economically disadvantaged65%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)83%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students42%
Females50%
Males34%
African Americann/a
Asian35%
Filipinon/a
Hispanic or Latino35%
White (not Hispanic)53%
Economically disadvantaged26%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only43%
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)32%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Studentsn/a
Femalesn/a
Malesn/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students86%
Females87%
Males85%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
White (not Hispanic)90%
Economically disadvantaged77%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only87%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate77%
Parent education - some college (includes AA degree)78%
Parent education - college graduate96%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students73%
Females74%
Males74%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
White (not Hispanic)65%
Economically disadvantaged70%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only75%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)75%
Parent education - college graduate68%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 - declined to staten/a

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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students72%
Females65%
Males84%
African Americann/a
Asian70%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
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)72%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students83%
Females80%
Males90%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged79%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)79%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

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

All Students42%
Females33%
Males58%
African Americann/a
Asian47%
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only43%
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)39%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students70%
Females58%
Males90%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)62%
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
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

76 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
95%

2010

 
 
96%

2009

 
 
95%
Math

The state average for Math was 84% in 2012.

76 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
95%

2010

 
 
96%

2009

 
 
96%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students93%
Females95%
Males92%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
White (not Hispanic)90%
Declined to staten/a
Economically disadvantaged96%
Non-economically disadvantaged92%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a

Math

All Students93%
Females95%
Males92%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
White (not Hispanic)90%
Declined to staten/a
Economically disadvantaged96%
Non-economically disadvantaged92%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 34% 28%
Hispanic or Latino 29% 49%
Asian 16% 8%
Multiple or No Response 11% 3%
African American 6% 7%
Filipino 3% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 13%N/A24%
Students eligible for free or reduced-price lunch program 228%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 47% 85%
Hmong 24% 1%
Punjabi 12% 1%
Filipino (Pilipino or Tagalog) 6% 1%
Korean 6% 1%
Lao 6% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 27N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 5N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 71%N/A96%
Emergency credential or waiver 4%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

3201 East Morada Lane
Stockton, CA 95212
Website: Click here
Phone: (209) 955-1477

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