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Teacher quality
Principal leadership
Parent involvement
I was the in the First Graduation class of 2008, and also one of the first two grades to go here. This school is amazing and the teachers are very student oriented. I don't know what it is about this school but the teachers are definitely doing things more for the kids than worrying about getting paid. This school has had the largest graduating class since 2008 in SUSD. This is also the only SUSD school that offers 4x4 scheduling so you get 80 credits done instead of 60 a year like at the other 3 high schools. By the time you are a Senior, you only have 2 classes you need to graduate. The awesome thing about this 4x4 program is that since you only need those 2 classes to graduate if you passed all your classes is that you can start going to Delta College during your senior year and get ahead in college. You also have time to take a third year language and math to get rid of that college requirement.This school is famous for their Great Titan Band.If you want your child in a great music program, this is it.They do competitions in Santa Cruz, Stockton, Merced,Oakland's holiday parade, and sometimes Disneyland.Great Alumni support even though there's only 4 graduating classes so far.
It's a great music school! I've learned a lot in there. I would never forget the thing I've tought from my teachers
—Submitted by a student
im a senoir at this School '10!!! an i dont have nothing bad to say about it!! it's a freat school teachers show they care and help out they are very involved with the us students and want us to succeed...the security is great to they are equal!! LOVE CCHS!!! THIS SCHOOL GAVE ME THE OPPURTUNITY TO GRADUATE AN I TOOK IT!! happy i moved from my old HS...
—Submitted by a student
I absolutley love this school. The student involement is amazing. The teachers are helpful, and the 4 by 4 schedule is good.
—Submitted by a student
I can talk to the principal if I need to and I see him around the campus. I had a senior in 09 and seeing those students hug him shows he is involved. They have kept the performing arts which is awesome and kept my boys from dropping out since they could not do sports due to grades. Even though there was a gpa for the music program they tried to work with them and one actually got his grades up and received a scholarship to the local junior college in music. They are strict with dress code which is great and they require and give respect with the students. When we have had a problem it has been dealt with. They are short staffed like most schools and the music dept has lost all the money for buses for competition but they are trying to get businesses to help compensate.
—Submitted by a parent
as a proud member of the cchs class of 09 i would like to say that cesar chavez high school is an amazing place to attend. the security is high and the staff actually cares. cchs's schedual helps students learn more and focus on school work.
—Submitted by a student
Im a junior at cchs and i love that school,im the marching band and we are pretttyyyyy goood,were in the AA division and were always in the top 3. The teachers are great and the security monitors are hecka tight. I just love the school overall
—Submitted by a student
CCHS is a good school all in all. My son just graduated from there. They put a lot of time and did a wonderful job on the graduation. With the schools budget cuts going on through out the state you would never know it at the first four year graduation commencement ceremony. The school and district did a super job celebrating the achevments of the students. The only thing I would say I dislike is that the school seems to have understaff problems but thats going on in ever school right now. CCHS!!! good gob!!
—Submitted by Lori Yee, a parent
Chavez is an excellent school for my children to attend. They have great extra curricular activities that my children are in. The way the schudel is set up it gives my children the attention from the teachers that they need. I am very happy with the way Cesar Chavez runs there school.
—Submitted by a parent
This school I believe is one of the safest school in this distrinct
—Submitted by a student
I am a JR at CCHS and I must say the school definitely improved from my freshmen year. I'm not going to lie though the school campus security can be a bit rude and the policies at CCHS can be a bit much. I felt like a cow on the first day of my JR year we wear all being rounded up with a bull horn and shoved through the front entrance to school it was very frustrating but they are a bit more lax now which is good. If there is a student who is an aspiring musician or wants to have a great time and play music at the same time the Cesar Chavez Titan Marching Band is the place to be. The Titan Jazz band is a very competitive band so be ready to play your heart out and dedicate your life to music.
—Submitted by a student
I am a sophmore at cesar chavez high school. Its alright and i mean its not like we do a lot of fun thigs. We just had a play though that went very good yall should have went. The football team did good this year. We almost went to the playoffs. I think that the basketball team is going to do good this year and we are going to thr playoffs. We had a good track team last year so hopefully we will this year.This school has come a long way and we will continue to do better an grow even more it least while i'm here
—Submitted by a student
I'm a senior right now. I think that CCHS is a indeed a great environment for kids like us to learn and develop. The teachers are awesome; they have a very good sense of humor which has made learning both fun and enjoyable for me. Also the counseling department, those counselors are pretty good too. They would always be available for you whenever you need them. Our school is the best; the staff here would always try to help students to achieve only the best during their years of learning and developing.
—Submitted by a student
Im a Freshman at CCHS and so far the experience is great.I'm in the CCHS Titan marching band and it is also a great experience.The teachers are also cool and the school is great.
—Submitted by a student
I am a sophmore at CCHS and I think our school is pretty alright. I do think that the school is very unorganized and they need to work on that, and I dont think the principal is very involved with the school either. But I think that we're off to a good start. Our marching band is doing well, and we have a lot of after school clubs and extra curricular activites that keep us in check. Uh, that's pretty much it.
—Submitted by a student
Well I think that Cesar Chavez did get off to a new start for the year 06-07, and their new technique of a blocked schedule is creative, but students are still over worked with homework and classwork. Students are being targeted for useless reasons, and not always guarnteed the help that is needed. I think that they are sort of slacking on their teaching, but there can be room to improve. Thank you.
—Submitted by a former student
I am a sophomore class of 09' and I think CCHS is a good school I mean we did not start off on the right foot but we are doing much better than any other school! our marching band is doing awesome under mr Coleman and Mrs. florek they have done better than any other activity on campus however volleyball is doing pretty well I do not think it's a school that is bad I think its how us the students interpret fun if we are always doing extracurricular activities then we have no time to be bored We need to see all the outcomes from coming a new brand school but having so many changes I think this is one of the nicest school out there!
—Submitted by a student
Hello Readers, I am a junior at Cesar Chavez High School and this is my honest opinion! Cesar Chavez is very unorganized and they do not have a great staff. There is one teacher that I absolutely think is wonderful, his name is Mark Perovich. As for the principal she does not interact with the students very well. If you have the choice send your child to a different school. -Student at Cesar Chavez
—Submitted by a student
I am a student at Chavez High School. Even though we were going through changing teachers. I do believe the teachers are excellent. I had change of two teachers, it was a little difficult. But it paied off at the end. I am an incoming junior who has attended three high schools including chavez, and for a new school, it wasn't that bad. I also believe that we have encouraging teachers and administration! Over all, Chavez High is excellent for it beign new. The down side though, is the new changes planned for the upcoming year. As a student, I think that that will be the challenge of the upcoming school year. One last thing, I think we have great extracurricular activities! We are know for our programs under Mr. Coleman. he is an excellent teacher. We also have excellent sports and coaches who are encouraging and enthusiastic.
—Submitted by volleyball player/polynesian dancer/honor roll, a former student
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 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% 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.
2012
2011
2010
2009
The state average for Math was 52% 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.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% 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.
2012
2011
2010
2009
The state average for Science was 66% 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.
306 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.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
468 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.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
377 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
311 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
486 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
220 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.
485 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
483 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
218 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
498 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
82 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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
500 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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
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| Fluent-English proficient and English only | n/a |
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| Parent education - some college (includes AA degree) | n/a |
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| Fluent-English proficient and English only | n/a |
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| 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 | 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 |
| 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) | 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 | n/a |
| 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 |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 | n/a |
| 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 |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 | 8% |
| Females | 11% |
| Males | 5% |
| African American | 9% |
| Asian | 12% |
| Filipino | 9% |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | 9% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 10% |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 2% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | 22% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 0% |
| Parent education - declined to state | 3% |
| 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 |
| 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) | 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 | 62% |
| Females | 59% |
| Males | 65% |
| African American | n/a |
| Asian | 58% |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 64% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 67% |
| 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 |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | 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 |
| 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) | 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 | 32% |
| Females | 42% |
| Males | 22% |
| African American | 25% |
| Asian | 30% |
| Filipino | 68% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | 29% |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 30% |
| Students with disability | 6% |
| Students with no reported disability | 34% |
| English learner | 2% |
| Fluent-English proficient and English only | 36% |
| Migrant education | 15% |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 14% |
| Parent education - declined to state | 22% |
| All Students | 0% |
| Females | n/a |
| 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) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| 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 | 11% |
| Females | 7% |
| Males | 15% |
| African American | 6% |
| Asian | 13% |
| Filipino | 18% |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | 44% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 9% |
| Females | 10% |
| Males | 8% |
| African American | 4% |
| Asian | 12% |
| Filipino | 22% |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | 7% |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 19% |
| Students with disability | 0% |
| Students with no reported disability | 10% |
| English learner | 2% |
| Fluent-English proficient and English only | 11% |
| Migrant education | 8% |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | 6% |
| Parent education - declined to state | 4% |
| 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 |
| Pacific Islander | 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 |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 6% |
| Males | 2% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 19% |
| Females | 19% |
| Males | 17% |
| African American | 0% |
| Asian | 36% |
| Filipino | 10% |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 6% |
| Parent education - declined to state | 19% |
| All Students | 25% |
| Females | 20% |
| Males | 31% |
| African American | 37% |
| Asian | 23% |
| Filipino | 56% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | 19% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 32% |
| Students with disability | 8% |
| Students with no reported disability | 27% |
| English learner | 0% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 8% |
| All Students | 21% |
| Females | 16% |
| Males | 30% |
| African American | 20% |
| Asian | 34% |
| Filipino | 12% |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | 37% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 17% |
| 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 |
| 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 | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 42% |
| Males | 36% |
| African American | 38% |
| Asian | 50% |
| Filipino | 57% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | 42% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 49% |
| Students with disability | 6% |
| Students with no reported disability | 42% |
| English learner | 5% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 82% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 36% |
| All Students | 1% |
| Females | 0% |
| Males | 2% |
| African American | 0% |
| Asian | 0% |
| Filipino | 9% |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Migrant education | n/a |
| Gifted and talented | 17% |
| Parent education - not a high school graduate | 2% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 2% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 36% |
| Males | 44% |
| African American | 41% |
| Asian | 42% |
| Filipino | 73% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | 38% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 52% |
| Students with disability | 6% |
| Students with no reported disability | 42% |
| English learner | 9% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 32% |
| All Students | 20% |
| Females | 14% |
| Males | 29% |
| African American | 16% |
| Asian | 26% |
| Filipino | 38% |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | 16% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 29% |
| Students with disability | 6% |
| Students with no reported disability | 22% |
| English learner | 0% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | 54% |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 15% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 0% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 2% |
| Females | 3% |
| Males | 2% |
| African American | 4% |
| Asian | 5% |
| Filipino | 0% |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | 6% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 3% |
| Parent education - college graduate | 3% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 35% |
| Females | 40% |
| Males | 29% |
| African American | 31% |
| Asian | 30% |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 0% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 4% |
| Females | 4% |
| Males | 4% |
| African American | 0% |
| Asian | 6% |
| Filipino | 12% |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 6% |
| Parent education - not a high school graduate | 2% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 5% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| 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) | 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 | 41% |
| Males | 32% |
| African American | 28% |
| Asian | 41% |
| Filipino | 53% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | 31% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 33% |
| Students with disability | 7% |
| Students with no reported disability | 38% |
| English learner | 9% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | 33% |
| All Students | 1% |
| Females | 0% |
| Males | 3% |
| African American | 7% |
| Asian | 0% |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 2% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 17% |
| Females | 20% |
| Males | 14% |
| African American | n/a |
| Asian | 19% |
| Filipino | 27% |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | 29% |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 47% |
| Females | 35% |
| Males | 64% |
| African American | n/a |
| Asian | 46% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 58% |
| 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 | 31% |
| Females | 29% |
| Males | 33% |
| African American | 24% |
| Asian | 39% |
| Filipino | 30% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | 31% |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 31% |
| Students with disability | 3% |
| Students with no reported disability | 33% |
| English learner | 7% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 29% |
| 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 |
| 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) | n/a |
| Parent education - college 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
The state average for English Language Arts was 83% in 2012.
496 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
497 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 | 81% |
| Females | 86% |
| Males | 74% |
| African American | 70% |
| Asian | 81% |
| Filipino | 95% |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | 81% |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Declined to state | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 84% |
| Students with disability | 31% |
| Tested with modifications | n/a |
| English learner | 56% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 81% |
| Females | 82% |
| Males | 79% |
| African American | 68% |
| Asian | 89% |
| Filipino | 97% |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | 64% |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Declined to state | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 84% |
| Economic Status Unknown | 77% |
| Students with disability | 31% |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | 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 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
American Indian or Alaska Native
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Migrant education
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 43% | 51% | ||
| Asian | 29% | 11% | ||
| Black | 14% | 7% | ||
| White | 8% | 27% | ||
| American Indian/Alaska Native | 5% | 1% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 71% | N/A | 54% |
| English language learners 2 | 12% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 50% | 85% | ||
| Khmer (Cambodian) | 15% | 0% | ||
| Hmong | 12% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Ilocano | 2% | 0% | ||
| Punjabi | 2% | 1% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Khmu | 1% | 0% | ||
| Lao | 1% | 0% | ||
| Mien (Yao) | 1% | 0% | ||
| Samoan | 1% | 0% | ||
| Tongan | 1% | 0% | ||
| Urdu | 1% | 0% | ||
| All other non-English languages | 0% | 1% | ||
| Arabic | 0% | 1% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| German | 0% | 0% | ||
| Mandarin (Putonghua) | 0% | 1% | ||
| Russian | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 6 | N/A | 11 |
| Average years teaching | 6 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 90% | N/A | 96% |
| Emergency credential or waiver | 9% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
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.
2929 Windflower Lane
Stockton,
CA 95212
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Phone: (209) 933-7480
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