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GreatSchools Rating

Bear Creek High School

Public | 9-12

 
 

Living in Stockton

Situated in an urban neighborhood. The median home value is $155,000. The average monthly rent for a 2 bedroom apartment is $1,070.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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29 reviews of this school


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Posted April 15, 2014

I was a student at Bear Creek in 2006-2007 so all these reviews I read to me are garbage. I started in the middle of my freshman year an quickly made friends. But the teachers are boring and unhelpful. I was an A student a year ahead of my graduation schedule but when i moved and started bear creek eventually I feel behind because i had already done most of the work and none of my teachers had time to help and when I tried to move to more advanced classes the councillor told me it was too late in the year for me to be able to catch up to the rest of the class. So no in my opinion its not that great a school. I ended up going to the One. Program and graduated an entire year earlier.


Posted January 9, 2012

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


Posted November 5, 2009

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


Posted September 2, 2009

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


Posted January 16, 2009

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


Posted November 22, 2008

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


Posted November 12, 2008

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


Posted October 13, 2008

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


Posted October 1, 2008

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


Posted September 19, 2008

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


Posted January 13, 2008

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


Posted October 2, 2007

this school is awesome there are tons of great clubs and the worlds best student government
—Submitted by a student


Posted June 11, 2007

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


Posted February 6, 2007

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 a parent


Posted August 27, 2006

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 a student


Posted July 31, 2006

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 a student


Posted July 22, 2006

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 a student


Posted February 18, 2005

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


Posted February 18, 2005

Great School! Wonderful environment! Academic Excellence!
—Submitted by a parent


Posted November 19, 2004

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 a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

777

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

777

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-2

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

299 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
36%

2011

 
 
25%

2010

 
 
29%
Algebra II

The state average for Algebra II was 65% in 2013.

26 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
96%

2011

 
 
85%

2010

 
 
77%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

144 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
87%

2011

 
 
74%

2010

 
 
76%
Earth Science

The state average for Earth Science was 38% in 2013.

286 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
40%

2011

 
 
41%

2010

 
 
37%
English Language Arts

The state average for English Language Arts was 62% in 2013.

464 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
59%

2011

 
 
50%

2010

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

12 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%
Geometry

The state average for Geometry was 45% in 2013.

131 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
70%

2011

 
 
58%

2010

 
 
49%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

18 students were tested at this school in 2013.

2013

 
 
23%
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

134 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
22%

2011

 
 
21%

2010

 
 
12%
Algebra II

The state average for Algebra II was 39% in 2013.

57 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%

2011

 
 
64%

2010

 
 
72%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

327 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
51%

2011

 
 
41%

2010

 
 
33%
Chemistry

The state average for Chemistry was 46% in 2013.

71 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
56%

2011

 
 
63%

2010

 
 
74%
Earth Science

The state average for Earth Science was 35% in 2013.

13 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
31%

2011

 
 
28%

2010

 
 
22%
English Language Arts

The state average for English Language Arts was 52% in 2013.

445 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
49%

2011

 
 
41%

2010

 
 
43%
Geometry

The state average for Geometry was 15% in 2013.

215 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
26%

2011

 
 
18%

2010

 
 
15%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

25 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
94%

2011

 
 
68%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

449 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
58%

2011

 
 
47%

2010

 
 
37%
World History

The state average for World History was 46% in 2013.

433 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
46%

2011

 
 
44%

2010

 
 
33%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

42 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
24%

2011

 
 
15%

2010

 
 
0%
Algebra II

The state average for Algebra II was 15% in 2013.

106 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
60%

2011

 
 
39%

2010

 
 
39%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

96 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
44%

2011

 
 
35%

2010

 
 
34%
Chemistry

The state average for Chemistry was 32% in 2013.

117 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
43%

2011

 
 
45%

2010

 
 
47%
Earth Science

The state average for Earth Science was 37% in 2013.

17 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
40%

2011

 
 
27%

2010

 
 
32%
English Language Arts

The state average for English Language Arts was 48% in 2013.

422 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
48%

2011

 
 
45%

2010

 
 
38%
Geometry

The state average for Geometry was 8% in 2013.

172 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
14%

2011

 
 
7%

2010

 
 
13%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

68 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
63%

2011

 
 
63%

2010

 
 
70%
Physics

The state average for Physics was 58% in 2013.

70 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
n/a

2011

 
 
24%

2010

 
 
21%
U.S. History

The state average for U.S. History was 50% in 2013.

417 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
54%

2011

 
 
54%

2010

 
 
41%
World History

The state average for World History was 19% in 2013.

23 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
16%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students24%
Females24%
Males22%
African American16%
Asian33%
Filipino52%
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantaged21%
Non-economically disadvantaged29%
Students with disability5%
Students with no reported disability25%
English learner14%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduate15%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)23%
Parent education - college graduate34%
Parent education - graduate school/post graduate25%
Parent education - declined to state25%

Algebra II

All Students97%
Females91%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students89%
Females94%
Males82%
African American75%
Asian87%
Filipino93%
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged84%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate95%
Parent education - some college (includes AA degree)89%
Parent education - college graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to state82%

Earth Science

All Students45%
Females36%
Males54%
African American30%
Asian51%
Filipino64%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged41%
Non-economically disadvantaged53%
Students with disability28%
Students with no reported disability46%
English learner17%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate45%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)53%
Parent education - college graduate58%
Parent education - graduate school/post graduate42%
Parent education - declined to state42%

English Language Arts

All Students61%
Females69%
Males53%
African American44%
Asian72%
Filipino75%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged55%
Non-economically disadvantaged70%
Students with disability15%
Students with no reported disability64%
English learner10%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate49%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)63%
Parent education - college graduate76%
Parent education - graduate school/post graduate87%
Parent education - declined to state55%

General Mathematics (Grades 6 & 7 Standards)

All Students17%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students53%
Females55%
Males49%
African Americann/a
Asian61%
Filipino55%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged47%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduate36%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)62%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Integrated/Coordinated Science I

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

Physics

All Students23%
Femalesn/a
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

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

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students16%
Females14%
Males17%
African American9%
Asian21%
Filipino14%
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged11%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability16%
English learner6%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)6%
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Algebra II

All Students79%
Females70%
Males85%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged71%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to state83%

Biology/Life Sciences

All Students39%
Females39%
Males37%
African American26%
Asian38%
Filipino39%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged30%
Non-economically disadvantaged53%
Students with disability14%
Students with no reported disability41%
English learner4%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate23%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)37%
Parent education - college graduate57%
Parent education - graduate school/post graduate75%
Parent education - declined to state31%

Chemistry

All Students73%
Females65%
Males81%
African Americann/a
Asian83%
Filipino65%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged68%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%

Earth Science

All Students53%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students50%
Females55%
Males46%
African American28%
Asian53%
Filipino63%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged39%
Non-economically disadvantaged67%
Students with disability6%
Students with no reported disability54%
English learner7%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate26%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)50%
Parent education - college graduate71%
Parent education - graduate school/post graduate76%
Parent education - declined to state42%

Geometry

All Students24%
Females23%
Males24%
African American14%
Asian18%
Filipino24%
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged18%
Non-economically disadvantaged33%
Students with disability11%
Students with no reported disability25%
English learner0%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate0%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)25%
Parent education - college graduate26%
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

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

All Students96%
Femalesn/a
Males93%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students52%
Females51%
Males53%
African American28%
Asian59%
Filipino63%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged43%
Non-economically disadvantaged64%
Students with disability10%
Students with no reported disability56%
English learner6%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate29%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)55%
Parent education - college graduate69%
Parent education - graduate school/post graduate86%
Parent education - declined to state44%

World History

All Students41%
Females33%
Males50%
African American27%
Asian46%
Filipino49%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged30%
Non-economically disadvantaged57%
Students with disability10%
Students with no reported disability44%
English learner11%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate30%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)42%
Parent education - college graduate60%
Parent education - graduate school/post graduate76%
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students48%
Females46%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Algebra II

All Students54%
Females47%
Males62%
African American42%
Asian56%
Filipino60%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged52%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)42%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Biology/Life Sciences

All Students48%
Females39%
Males57%
African American33%
Asian54%
Filipino50%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged40%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability52%
English learner8%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)52%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

Chemistry

All Students44%
Females37%
Males54%
African Americann/a
Asian50%
Filipino41%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged46%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)52%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

Earth Science

All Students47%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students45%
Females48%
Males41%
African American30%
Asian52%
Filipino47%
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged38%
Non-economically disadvantaged55%
Students with disability7%
Students with no reported disability48%
English learner6%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate36%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)46%
Parent education - college graduate50%
Parent education - graduate school/post graduate53%
Parent education - declined to state42%

Geometry

All Students13%
Females10%
Males14%
African American9%
Asian0%
Filipino17%
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged13%
Non-economically disadvantaged12%
Students with disability0%
Students with no reported disability13%
English learner0%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)10%
Parent education - college graduate28%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

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

All Students71%
Females67%
Males76%
African Americann/a
Asian79%
Filipino77%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)70%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state57%

Physics

All Students38%
Females30%
Males43%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged32%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

U.S. History

All Students51%
Females48%
Males56%
African American44%
Asian57%
Filipino54%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged50%
Non-economically disadvantaged54%
Students with disability6%
Students with no reported disability55%
English learner9%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate41%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)51%
Parent education - college graduate61%
Parent education - graduate school/post graduate53%
Parent education - declined to state51%

World History

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

458 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
83%

2011

 
 
83%

2010

 
 
79%
Math

The state average for Math was 84% in 2013.

456 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%

2011

 
 
83%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students83%
Females88%
Males78%
Gender Unknownn/a
African American68%
Asian89%
Filipino90%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Declined to staten/a
Economically disadvantaged79%
Non-economically disadvantaged91%
Economic Status Unknown77%
Students with disability22%
Tested with modificationsn/a
English learner40%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students85%
Females87%
Males83%
Gender Unknownn/a
African American69%
Asian95%
Filipino95%
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Declined to staten/a
Economically disadvantaged82%
Non-economically disadvantaged92%
Economic Status Unknown82%
Students with disability31%
Tested with modificationsn/a
English learner69%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Asian or Asian/Pacific Islander 32% 11%
Hispanic 29% 52%
White 20% 26%
Black 16% 6%
Two or more races 2% 3%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 29%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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10555 Thornton Road
Stockton, CA 95209
Phone: (209) 953-8234

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