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Teacher quality
Principal leadership
Parent involvement
I have attended Lincoln High School for two years before leaving. At first, this was a wonderful place filled with teachers who cared about my learning needs and wanted to make sure that I succeeded in being the best person possible. However, when I went to new classes, the teachers were constantly condescending and lacking in their abilities to teach a lesson(they only sat without speaking). When I made a complaint that I felt targeted by my teachers remarks to my counselor, it was just swept under the rug like nothing happened. The same happened with people in the school who would bully me. My counselor swore that I had never even brought this up in our discussions. To top it off, when a drug dog search came into my classroom one day, I came back to all of the contents of my bag upon my desk/the floor. The school as well said everything went to "standard procedure" and my claims of misconduct were also discounted without any questioning of school officials. In this school, if you get lucky and have some of the few teachers who challenge you to be a better student or person you are in good hands. If not, the school officials will make life for you horrible, like they did for me.
—Submitted by a student
I am a current student at Lincoln High, and I have attended schools in the district my whole life. I was very excited about Lincoln in the beginning, and sadly I'm a bit disappointed now. Lincoln does offer a wide variety of AP and Honors courses, but no AP for freshman (only honors math) and one AP for sophomores. I do understand LHS is an open choice AP school, but teachers have actually told me not to apply for AP due to the fact I am a freshman, and to instead take courses at the community college. Also, I'm more of an academic person, and there is almost no academic clubs, aside from Science Olympiad and AcaDec. Lincoln's social atmosphere is also very hard to adapt to, due to the fact there is kind of a need-to-be popular vibe around. The english classes, in my opinion are lacking, and I really wish that an eng 9/eng10 honors course was available. Overall, the teachers are okay; but there are a select few that are VERY outstanding. The science department and its teachers, for the most part is great, if you are a "science nerd" like myself. Also, being on the speech and debate team is a blast! Lincoln is a decent school, but really needs to offer more AP for the lower grades.
—Submitted by a student
I love so much becouse helping my grand children to grow and all others
—Submitted by a parent
yeah licoln is great im a freshman and the only thing maybe to watch out for is the wrong crouds.and the electives i didnt get either that i wanted and neither did my friend.so make sure your alternative choice you like too=]
—Submitted by a student
as a current student i have mixed feelings toward lincoln. . the English courses {besides AP] are so basic that almost all work is just to keep us busy. the same can be said- no shouted- for the history classes. math and science are the only mandatory classes where the teachers really perform, especially chemistry. the drama and art departments are great programs that are, sadly, suffering from buget cuts. what i have especially noticed is that the teachers and administration never seem to agree on policy&procedure. many times, after a new rule has been created [which is often] one can overhear teachers complaining to eachother, and in some cases, subtly to students. another major concern is the admin.'s lack of interest in anything other than sports. the school's prioities are so skewed. however, if you are a hard worker, or completely selfsfficient- you'll do fine.
—Submitted by a student
Courses are more rigorous.. really LHS is worth your while. You learn A LOT in your AP class. You could jump aboard the 'IB phony baloney' band wagon... but if you really want to get a honest good education... go to Lincoln High. -former IB student- turned AP LHS kid :]
—Submitted by a student
Lincoln High is on so many levels better than a private high schools in Stockton. At Lincoln, students recieve a stellar education while being exposed to a diversity of students.
—Submitted by a parent
I had both my children at Lincoln High. They were not prepared for the school size and just barely existed there. If your student is not a gifted, over acheiver or an athlete they don't exist there. Counselors do not encourage the student, instead they hold them back. If I had to do it all over again, my kids would have either been home schooled or gone to St. Mary's. Sorry to see the public schools going down hill fast.
—Submitted by a parent
I went to Lincoln. Good school for kids who want to learn. If they don't, its a great place to screw around.
I am a Lincoln High School alumni. In fact, I just graduated in 06'. I can honestly say that I owe alot of my socialbility and computer skills to the skills that I learned in this particular school.
If you care about the standardized test score, don't send your children here. The school's test score is declining. There are excellent teachers and teachers who don t perform. It all depends on your child s luck. School policies focus more on how to make things easier for the school, not the student s benefit. Fighting during lunch time?! Let s shorten the lunch time.
—Submitted by a parent
My children felt better prepared for their college course than many of their peers. From our perspective, Lincoln High School provided both of our children with the finest math and science preparation possible. They were able to take challenging and diverse courses which helped them understand their strengths, talents, and interests. Further, Lincoln's music program provided them both with many opportunities to grow as musicians and find a sense of community on campus.
—Submitted by a parent
I'm very disappointed with the science teachers. My daughter has been on Honor Roll for many years, and this year she barely learned anything. They expect the students to do everything on their own. Most of the students didn't learn most of the material on the Star test this year.
—Submitted by a parent
This school is full of drugs.This will be my daughter last year there.I moved out here to get a better learning.This is the worse year at any school she ever attended. I am from the Bay Area. Do not send the person you love here
—Submitted by a parent
Although pride itself as the best high school in Stockton, Lincoln High's academic performance is no comparison to high schools in the other areas of California. Sometimes it seems like that the school cares more about its football team and the other sports related programs than its academic programs. Although Lincoln is one of the most affluent schools in the county, it still needs to do a better job to reach out to parents of these students.
—Submitted by a parent
It seems that the school cares more about its athletic events than academic related activities. I have rarely heard or seen the school participated in any kind of academic competitions. All I have heard are news about football games and the other sports competitions. The majority of teachers at Lincoln are excellent, but some teachers are just not into teaching at all.
—Submitted by a parent
This is one of the best school's. I am really proud of saying to people my son studies at Lincoln High.
—Submitted by a parent
As a former student, I have mixed feelings regarding the school. While they do have great academic programs, brilliant students, and a lot of counselors available for assistance, I feel that the school administration tends to coddle us where we are self-sufficient and let us free where we most need their help, though this may not be their original intentions. I felt like I only received minimal attention with regards to choosing my class schedule over the years; with a little trial and a lot of error, I managed to find the right track. Moreover, the school tends to focus on bringing the stragglers up-to-date, leaving the rest to wander for themselves until everyone is at the same level. While it is a sound plan to raise school averages, it hurts those at the top, who are condemned for challenging themselves because they're 'getting too far ahead.'
—Submitted by a former student
As a former student I believe Lincon offers a great opportunity to the enthusiastic or motivated student. Those who are willing to put in the extra work necessary to be prepared for university life, will find willing and more than able instructors and faculty that will assist the young student's rapid development.
—Submitted by 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.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
285 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.
198 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
125 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
674 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.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
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.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
513 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
677 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
204 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.
668 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
681 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.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
569 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
113 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 55% |
| Females | 58% |
| Males | 52% |
| African American | 61% |
| Asian | 63% |
| Filipino | 75% |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | 56% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 73% |
| 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 | 84% |
| Females | 85% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | 89% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 37% |
| Males | 62% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| 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) | 53% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 70% |
| Males | 57% |
| African American | 55% |
| Asian | 77% |
| Filipino | 73% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 50% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 76% |
| Students with disability | 0% |
| Students with no reported disability | 66% |
| English learner | 33% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 52% |
| All Students | 32% |
| Females | 34% |
| Males | 30% |
| African American | 26% |
| Asian | 42% |
| Filipino | 42% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 30% |
| Students with disability | 5% |
| Students with no reported disability | 37% |
| English learner | 19% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 34% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 27% |
| All Students | 74% |
| Females | 68% |
| Males | 80% |
| African American | n/a |
| Asian | 76% |
| Filipino | 57% |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 94% |
| 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 |
| 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 |
| 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 | 16% |
| Females | 14% |
| Males | 20% |
| African American | 8% |
| Asian | n/a |
| Filipino | 9% |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 9% |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 59% |
| Males | 60% |
| African American | n/a |
| Asian | 76% |
| Filipino | 61% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 55% |
| Males | 55% |
| African American | 35% |
| Asian | 73% |
| Filipino | 71% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 67% |
| Students with disability | 15% |
| Students with no reported disability | 57% |
| English learner | 23% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 43% |
| All Students | 89% |
| Females | 85% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 31% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | 0% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 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 | 52% |
| Females | 59% |
| Males | 45% |
| African American | 26% |
| Asian | 73% |
| Filipino | 61% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 63% |
| Students with disability | 11% |
| Students with no reported disability | 54% |
| English learner | 5% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 38% |
| All Students | 26% |
| Females | 23% |
| Males | 30% |
| African American | 12% |
| Asian | 35% |
| Filipino | 25% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | 35% |
| 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 |
| 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 | 56% |
| Females | 53% |
| Males | 59% |
| African American | 24% |
| Asian | 73% |
| Filipino | 72% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 66% |
| Students with disability | 24% |
| Students with no reported disability | 57% |
| English learner | 18% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 42% |
| All Students | 45% |
| Females | 41% |
| Males | 49% |
| African American | 21% |
| Asian | 65% |
| Filipino | 59% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 56% |
| Students with disability | 12% |
| Students with no reported disability | 47% |
| English learner | 11% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | 23% |
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 | 15% |
| Females | 21% |
| Males | 8% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 7% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 12% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 28% |
| Females | 18% |
| Males | 41% |
| African American | 14% |
| Asian | 30% |
| Filipino | 43% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 75% |
| Males | 61% |
| African American | 43% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 65% |
| Males | 85% |
| African American | n/a |
| Asian | 83% |
| Filipino | 67% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 34% |
| Males | 38% |
| African American | 28% |
| Asian | 47% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| White (not Hispanic) | 51% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 42% |
| Students with disability | 18% |
| Students with no reported disability | 38% |
| English learner | 21% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 55% |
| Males | 42% |
| African American | 38% |
| Asian | 61% |
| Filipino | 39% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 56% |
| Students with disability | 0% |
| Students with no reported disability | 50% |
| English learner | 7% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 36% |
| All Students | 12% |
| Females | 6% |
| Males | 19% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 12% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 68% |
| Females | 67% |
| Males | 70% |
| African American | n/a |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 71% |
| 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 |
| 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 | 47% |
| Females | 42% |
| Males | 51% |
| African American | 35% |
| Asian | 59% |
| Filipino | 43% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 55% |
| Students with disability | 3% |
| Students with no reported disability | 49% |
| English learner | 7% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 28% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| 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 | 0% |
| 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 | 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.
709 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
696 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 | 85% |
| Females | 86% |
| Males | 83% |
| African American | 69% |
| Asian | 93% |
| Filipino | 87% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 91% |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 91% |
| Students with disability | 24% |
| Tested with modifications | n/a |
| English learner | 54% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 85% |
| Females | 85% |
| Males | 87% |
| African American | 63% |
| Asian | 99% |
| Filipino | 88% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 100% |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 23% |
| Tested with modifications | 0% |
| English learner | 68% |
| 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
Pacific Islander
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
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 | ||
|---|---|---|---|---|
| White | 38% | 28% | ||
| Hispanic or Latino | 29% | 49% | ||
| African American | 13% | 7% | ||
| Asian | 13% | 8% | ||
| Filipino | 5% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 34% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 53% | 85% | ||
| Khmer (Cambodian) | 22% | 0% | ||
| Hmong | 5% | 1% | ||
| Arabic | 3% | 1% | ||
| Lao | 3% | 0% | ||
| Vietnamese | 3% | 2% | ||
| Cantonese | 2% | 2% | ||
| Mandarin (Putonghua) | 2% | 1% | ||
| All other non-English languages | 1% | 1% | ||
| Farsi (Persian) | 1% | 0% | ||
| French | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Mien (Yao) | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| German | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Pashto | 0% | 0% | ||
| Samoan | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 3% | N/A | 2% |
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