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Teacher quality
Principal leadership
Parent involvement
From all the negative comments everyone seems to make about Stockton, you would think it was a horrible school, but they have a beautiful campus, much like a community college, it is the nicest looking school in LUSD plus it is in a very good neighborhood, some people are just always negitive and can never see the good In things, they have alot of student involvement which is great! It really helped our out of state daughter feel comfortable as a new freshman.
—Submitted by a parent
I started my teaching career at Bear Creek and I'm still there after 16 years. I LOVE THE CREEK! It has the most diverse student population you could ever wish for and this makes B.C. a beautiful place to be, especially during the awesome anual International Ralley! I wouldn't teach ANYWHERE ELSE in LUSD - and I graduated from Lodi High - so I know from whence I speak. We love our kids! I hope that someday we can finally outshine the bad press that plaugued our beginnings.... I BLEED BEAR CREEK BRUIN BLUE!
—Submitted by a teacher
My son has just started his 9th grade here in BCHS/2009. He just loves his all teachers and extracurricular activities so much. He has orchestra class which he really appreachiates so much every day. His Pre-AP, AP, Honor classes are excellnet. He is also in the sports team and involved in it very much everyday more than 2 hours after school. I believe this makes him more to focus on his academic work as well. I can't describe enough how much I like this school's heathly environment that all excellent teachers and staffs create in BCHS.
—Submitted by a parent
i love it here, i just recently came here as a sophmore and the enviorment, the people, and the teachers are great! there's a new theatre program which i love being involved with, because there's no bias or establishment, so the kids are just themselves. all in all its wonderful =]
—Submitted by a student
my kids love this school, they are straight a students, and have alot of friends, the teachers are easy to talk to.
—Submitted by a parent
I'm a Bear Creek alumni from the class of 2006 and I feel like I took advantage of what the school offered by participating in various clubs, student government, and badminton. I feel like the school gives a student a lot of opportunities, but they should focus more on adademics. I had a well lived high school experience, and I accredit that to the diversity of the school and the supportive teachers and staff. My favorite part was the huge international rally they hold annually. Despite these wonderful programs, the school does not emphasize academics enough. After graduating and attending a UC, I have a sibling who goes to BC now who isn't enjoying BC as much. It' all really depends on how motivated the student is, but BC lacks support in areas such as providing any buses for after school activities and tutoring. I'll still be a Bruin for life.
—Submitted by a student
Bear Creek is known for its diversity. We have over 50 cultural ties and a wide variation of languages spoken on campus. Unlike other schools around the area we take pride in diversity and have come to accept those that are different; we build on each other and grow stronger every day. To judge a school like Bear Creek is a fraudaulent exercise in my opinion. Each Bruin works hard so that we as a whole can benefit from each other, but the best part of BC is that we choose to focus on our strengths and weaknesses; we are critical of ourselves and of our teammates, peers, faculty, administration, teachers, and even the food!
—Submitted by a student
bear creek is a GREAT school! as a senior, I've been through a lot at bear creek, from skipping class daily to not showing up at all. but overtime, teachers and administrators have encouraged me to keep up with my attendance and grades. We have great clubs there and also great people. bear creek isn't as bad as everybody says, they may think that from their bad experience at bear creek, but times have changed, so has the principal, administrators, securities, and students. it's a new age of students, and now bear creek is a lot different from when it was back in the days.
—Submitted by a student
As a freshman at Bear creek high the school has had a bad reputation but now everything has changed. the teachers encourage us and we have higher expectations and we put academics first. If you step foot on campus you will change your mind hands down. I did
—Submitted by a student
As a former student that graduated from B.C. in 2003, I have seen firsthand the wonderful academic programs, teachers, extracurricular activities, & student body that B. C. has to offer. Students get a 'real world' experience here...one in which students from all races, ethnicities, socio-economic backgrounds, and religions come together. Unfortunately, the media has portrayed B.C. in a less-than-flattering light. Almost all of the people who have negative things to say haven't even stepped onto the campus and simply assume that everything they hear is true. I am proud to have been a Bruin and will always defend B.C. To all you people who want to look down on B.C. because of a very small percentage of students...I ask you to come to the campus yourself so you can see all the great things that I was lucky enough to experience for 4 years.
—Submitted by a student
this school is awesome there are tons of great clubs and the worlds best student government
—Submitted by a student
Bear Creek high is a good school, it is one of top rated high schools in Stockton. Because it is loacted good area in Stockton and it has good teachers and excellent school programs. I give 5 stars for Bear Creek High School!
—Submitted by a parent
The Quality of academic programs is outstanding at BC. Because of the children's desire to learn, the teachers to put forth their very best in their lesson plans. The music/art/sports programs are offered to every student who chooses to take advantage of them. I wish more students took advantage of these programs offered on campus. Unfortunately, we live in a commuting area and our parents do not feel they have time to get involved with attending PTSA meetings, functions or attend any of the sports/extracurricular activities events at the school. PTSA meets for only 1 hour a month...on the third Thursday of the month. I would love to see an increase in parent's participation for next year.
—Submitted by Joyce Smith, PTSA President 2006-2007, a parent
I've been going to this school for two years and its been fun so far.My freshman year was so much fun ,especially when i played basketball , i had the best time even though we didn't get to win any games , for most part the team was great.I am hoping to receive a basketball scholarship. I want to earn an scholarship.'If u want to achieve something in life u have to earn it' i am hoping to have my best years at bear creek! -amy hickison
—Submitted by AMY HIKISON, a student
I'm now a senior at Bear Creek, and I have to say Im proud to go to BC. I have witnessed the good and the bad, but i continue my active role in activities such as band, jazz, drumline, NHS, Globetrotters and AVID. Im proud to be a part of the 'Award Winning Band and Jazz Ensemble.' Im proud to have the support of the many great teachers. And Im definately proud to go to BC.
—Submitted by Ryann Brown, a student
I currently attend bear creek high school I am a senior and I am involved in many activitys and sports, one being Link crew where you help freshmen students become more comfortable with their school. I have to say the creek has its shares of fights or ups and downs but still the staff and everyone else does there best to provide a safe enviroment for the students. I have to say we do have a great campus and the students that attend make it special the school is one of the best in Lodi Unified.
—Submitted by Brittany Kane, a student
This school is one of the best kept secrets in Stockton. The quality of the academic programs and extracurricular activities is excellent. Many fine graduates of this school move forward and well prepared for post-secondary education. The music program is one of the best I have ever heard and the director is very committed. The sports arena is competitive and they are adding facilities to enhance involvement. The only problem I do have is the amount of fights that occur between students. The school has implemented strict policies to curb the tension. I view this as a condition of the generation and do not feel this problem is isolated to Bear Creek.
—Submitted by a parent
Great School! Wonderful environment! Academic Excellence!
—Submitted by a parent
I was excited for my oldest child to start high school. This is his second quarter. He's in the engineering program. All of the engineering classes are not revolving around engineering concepts as promised during the introduction. My son also plays football where parents aren't allowed to leave the game then return without paying a second fee (very expensive if you have 6 in your family). We've also had 2 bicyles stolen from the locker room and his locker has been broken into 2 twice. these thefts happened in only 3 months time. This school is very expensive due to the theft problems. I've called the school and there's nothing they can do to resolve the problem of bikes and locker contents being stolen in the locker room (like locking the locker room door during games and practice). I'm searching for another school as a result.
—Submitted by Greg Garma, a parent
Good opportunities for children. The teachers were decent with some exceptions, both positive and negative. Students are actively involved and positive. Much has changed since I have attended, but I would highly recommend looking into other schools as well before making your choice.
—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.
347 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
308 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
460 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.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
75 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.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
349 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
497 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
178 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.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
493 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
468 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
400 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
162 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.
65 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.
400 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
| All Students | 36% |
| Females | 43% |
| Males | 28% |
| African American | 28% |
| Asian | 45% |
| Filipino | 40% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 42% |
| Students with disability | 16% |
| Students with no reported disability | 38% |
| English learner | 24% |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 31% |
| All Students | 96% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 84% |
| Males | 90% |
| African American | 69% |
| Asian | 91% |
| Filipino | 96% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 75% |
| All Students | 40% |
| Females | 39% |
| Males | 43% |
| African American | 23% |
| Asian | 37% |
| Filipino | 53% |
| Hispanic or Latino | 41% |
| 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) | 52% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 49% |
| Students with disability | 12% |
| Students with no reported disability | 42% |
| English learner | 33% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 28% |
| All Students | 59% |
| Females | 65% |
| Males | 53% |
| African American | 40% |
| Asian | 61% |
| Filipino | 69% |
| Hispanic or Latino | 61% |
| 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) | 70% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 71% |
| Students with disability | 21% |
| Students with no reported disability | 62% |
| English learner | 26% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 47% |
| All Students | 0% |
| 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 | 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 - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 68% |
| Males | 73% |
| African American | n/a |
| Asian | 76% |
| Filipino | 71% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 62% |
| 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 | 22% |
| Females | 25% |
| Males | 20% |
| African American | 21% |
| Asian | 10% |
| Filipino | 45% |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 29% |
| Students with disability | 10% |
| Students with no reported disability | 23% |
| English learner | 6% |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 75% |
| Females | 80% |
| Males | 68% |
| African American | n/a |
| Asian | 79% |
| Filipino | 73% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 77% |
| All Students | 51% |
| Females | 48% |
| Males | 54% |
| African American | 38% |
| Asian | 54% |
| Filipino | 72% |
| 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) | 58% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 61% |
| Students with disability | 37% |
| Students with no reported disability | 52% |
| English learner | 19% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | 56% |
| All Students | 56% |
| Females | 49% |
| Males | 66% |
| African American | n/a |
| Asian | 60% |
| Filipino | 69% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 31% |
| Females | 9% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| 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 | 49% |
| Females | 55% |
| Males | 42% |
| African American | 31% |
| Asian | 52% |
| Filipino | 54% |
| 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) | 63% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 59% |
| Students with disability | 11% |
| Students with no reported disability | 52% |
| English learner | 6% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | 45% |
| All Students | 26% |
| Females | 28% |
| Males | 23% |
| African American | 13% |
| Asian | 24% |
| Filipino | 12% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 33% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 31% |
| Students with disability | 0% |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 94% |
| Females | 91% |
| 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 | 100% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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 | 58% |
| Females | 56% |
| Males | 58% |
| African American | 39% |
| Asian | 65% |
| Filipino | 71% |
| 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) | 65% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 68% |
| Students with disability | 16% |
| Students with no reported disability | 62% |
| English learner | 21% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 54% |
| All Students | 46% |
| Females | 39% |
| Males | 52% |
| African American | 30% |
| Asian | 52% |
| 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) | 51% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 52% |
| Students with disability | 18% |
| Students with no reported disability | 48% |
| English learner | 8% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 47% |
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 | 24% |
| Females | 25% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| 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 | 38% |
| All Students | 60% |
| Females | 51% |
| Males | 68% |
| African American | 55% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 63% |
| 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 | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 70% |
| All Students | 44% |
| Females | 46% |
| Males | 41% |
| African American | n/a |
| Asian | 45% |
| Filipino | 45% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | 9% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 43% |
| Females | 37% |
| Males | 48% |
| African American | 24% |
| Asian | 55% |
| Filipino | 27% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | 44% |
| All Students | 40% |
| Females | 42% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| 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 | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 52% |
| Males | 45% |
| African American | 45% |
| Asian | 52% |
| Filipino | 49% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 53% |
| Students with disability | 11% |
| Students with no reported disability | 52% |
| English learner | 9% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | 47% |
| All Students | 14% |
| Females | 15% |
| Males | 13% |
| African American | 19% |
| Asian | 11% |
| Filipino | 5% |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 23% |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 8% |
| Students with disability | 7% |
| Students with no reported disability | 15% |
| English learner | 0% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 14% |
| All Students | 63% |
| Females | 50% |
| Males | 73% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 60% |
| 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 | 54% |
| Females | 47% |
| Males | 60% |
| African American | 49% |
| Asian | 53% |
| Filipino | 60% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 62% |
| Students with disability | 19% |
| Students with no reported disability | 57% |
| English learner | 21% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 49% |
| 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.
508 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
504 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 | 83% |
| Females | 87% |
| Males | 79% |
| African American | 72% |
| Asian | 85% |
| Filipino | 87% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Declined to state | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 81% |
| Students with disability | 38% |
| Tested with modifications | n/a |
| English learner | 41% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 81% |
| Females | 82% |
| Males | 80% |
| African American | 67% |
| Asian | 89% |
| Filipino | 89% |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Declined to state | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | 86% |
| Students with disability | 28% |
| Tested with modifications | n/a |
| English learner | 60% |
| 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
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 | ||
|---|---|---|---|---|
| Asian | 34% | 11% | ||
| Hispanic | 28% | 51% | ||
| White | 20% | 27% | ||
| Black | 17% | 7% | ||
| American Indian/Alaska Native | 1% | 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 | 52% | N/A | 54% |
| English language learners 2 | 16% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 33% | 85% | ||
| Hmong | 19% | 1% | ||
| Khmer (Cambodian) | 16% | 0% | ||
| Vietnamese | 13% | 2% | ||
| Filipino (Pilipino or Tagalog) | 7% | 1% | ||
| Khmu | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Lao | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Ilocano | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Punjabi | 1% | 1% | ||
| Urdu | 1% | 0% | ||
| Cebuano (Visayan) | 0% | 0% | ||
| German | 0% | 0% | ||
| Hindi | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Portuguese | 0% | 0% | ||
| Thai | 0% | 0% | ||
| Tongan | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |


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