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GreatSchools Rating

John C. Kimball High School

Public | 9-12

 
 

Living in Tracy

Situated in a suburban neighborhood. The median home value is $251,900. The average monthly rent for a 2 bedroom apartment is $1,360.

Source: Sperling's Best Places
Last modified
Community Rating

2 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 9 ratings
2012:
Based on 7 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted May 20, 2014

Socially, and intellectually diverse, John C. Kimball hosts a wide variety of highly enlightened staff, a close knit and incredibly friendly and sociable student base, and dedicated staff members who are passionate about their job. Some aspects are in their own way ridiculous, such as an obvious bias in administering reprimand, but these aspects in no way hinder the students ability to participate as a student. They also in no way violate any ethical codes, nor do they conflict with the general mission of high schools. Consider them instead as easily overcome obstacles and annoyances.


Posted May 6, 2014

As an incoming graduate, I must recommend that any and all considerate parents keep their children stay away from Kimball. The administration is adversarial, the student population largely delinquent, student "leadership" wholly uncommunicative with the student body. One can expect lengthy wait times when working with the office, and harsh penalties for relatively minor offences (I compare this with the two other highschools I've attended, and peer experience). Mandatory ID laniards, in the most unappealing color scheme. I once went to the office, asking for an icepack to numb my finger (pinched nerve). I was issued one, but not allowed to leave the office with it. As I had critical work to be done in the class I had left, I asked if I could get a bag of icecubes to go. They said no, either stay in the office with it or return to class without it. I suffered until one of my teachers got some from the science room, which brings us to the only positive side of Kimball: the teachers. However, two of my favorites are going to Mountain House High anyway (go there, they have a bell tower). Kimball administration runs the school like a jail, and they charge you for the stay.


Posted November 19, 2013

BIG BIG PROBLEMS LISTEN TO YOUR KIDS ABOUT THE STAFF AND TEACHERS THEY ARE TELLING YOU THE TRUTH, DONT MAKE THE MISTAKE I MADE AND PUNISHED MY KID AND FOUND OUT LATER IT WAS THE TEACHERS ERROR.
—Submitted by a parent


Posted October 8, 2013

Kimball is the worst! First of all the teachers are terrible! They don't like to teach and they never give back any of your work. A couple of times my spanish teacher lost my tests and gave me a zero on it because she couldn't find it! How unfair is that?! Another thing is that whenever I ask for help from the teachers I get a lecture and/or they yell at me saying that I should know this material already! If I'm coming to you for help obviously I was never taught this lesson! Not to mention how the teachers love to publicly humiliate the students! At this school I don't get bullied by the students. I get bullied by the teachers.
—Submitted by a student


Posted September 22, 2013

John C. Kimball High School in Tracy, Ca. has lots to offer anyone who has a GOOD attitude. It's newer, and, therefore, younger with a few kinks to work out. As a parent of 2 kids who have graduated from high schools in Tracy, and a 3rd who is a senior here at KHS, I know, for a fact, that KHS could use the money. When school starts, teachers ask for items their classes need/will use and parents provide what they can. KHS has promised to handle business matters to do with our kids with dignity, integrity, and consistency. If only the parents could see the forest through the trees. Perhaps the REAL problem is in the main district office, TUSD, from which all of the guidelines are developed for staffing, teachers, and curriculum.
—Submitted by a parent


Posted August 15, 2013

This school academically is not bad. It is hit or miss but there are some amazing teachers. But that being said the office staff and the administration is really bad! I am a parent and every time I have to call the office or go into the office I cringe. I have been treated so rudely and dismissively by those in the office. I leave messages and never get a call back. The students that work in the office are way more helpful and cheerful then the people employed there. So I figure if they treat me badly as a parent, how is my child being treated. Not good is the report I hear. The sports programs are pretty good. We have had some positive interactions with the coaches and they do try hard. We are happy with the school mostly and just glad that my child doesn't have to attend classes taught by office staff and the administration. This is a problem that I have heard is ongoing, hopefully some day they will change.
—Submitted by a parent


Posted August 10, 2013

I have seen better.The administration staff is completely useless, I am a junior this year and i have seen the principal around campus a collective three times in all my time at this school. The Spanish department is appalling. The math department is meh... i have had a good experience in the science department but sometimes i hear some scary things about it. The French department is amazing! the music and drama programs are good, history and English are very hit or very miss. In my opinion this school dumps way to much money into stupid things. The teachers can be very unprofessional and rude. THE WORST ASPECT OF THIS SCHOOL ARE THE SECURITY GUARDS. They harass you, they swear, and are all around mean, if you can go to West or Tracy High i highly recommend it/
—Submitted by a student


Posted August 8, 2013

The school needs to do something about the teachers. I hate going to school because of the fear that I might get picked on by a TEACHER. A handfull of the teachers swear to, or at their students. Many of the teachers are not focused and do not return our papers for weeks or even months. I do not believe it is a professional enviornment and I personally felt as if I was teaching myself in many of the subjects. I didn't choose my classes based on the difficulty of the course or my interest, I chose the classes where I feel I am likely to get a teacher that will TEACH. I do not recommend this school to anyone.
—Submitted by a student


Posted July 15, 2013

John C. Kimball high school is a young school, that being said they have a lot of kinks to work out in their system. I agree the office staff is by far the worst I've seen in any school. The teachers for the most part are fantastic. Tracy is a commuter town and parent involvement is not very high. You end up having a lot of students who do what they want knowing there aren't consequences. I feel disciplinary actions are either harsh for small offenses or not harsh enough for large offenses. Give the school a few years to grow and maybe I'll come back and change my opinion but for now I would say keep your kids away from Kimball it was honestly the worst 3 years of my educational life.
—Submitted by a student


Posted June 17, 2013

My school is actually pretty awesome. In freshman year I didn't like it because I was zoned for another school with my friends until the last minute. I am going to be a senoir now and know that going to kimball was a great thing for me, as a school we have high test scores and the best teachers. We have special classes like Hire Me First, Print Shop, and more. A lot of students liked to get involved in different activitieslike clubs and sports and teachers like to help students get involved by encouraging us. So I think Kimball is the best school in tracy :D
—Submitted by a student


Posted January 12, 2013

I came from a city which had the best schools and coming to this school have been the worst experience of my life. Starting as a new student, I was introduced around the school while the student was telling me how terrible the school was. In the office, the staffs are really slow, and often make mistakes. The teachers are okay and some aren't really great. Their AP classes are not very advance compared to schools in the Bay Area. They spent so much money on really nice built-in speakers and projectors, but didn't focus improving curriculum. The school is just way behind on some things(lessons taught) and needs improvement.
—Submitted by a student


Posted December 3, 2012

Principal/school leadership is poor. Go and try and set up a meeting with the school counselor, and they won't supply you with a meeting until a month later. The office staff is naive and careless. They act as if all the students are 'bad people.' They have no manners at all. The security guards aren't making the students feel 'safe' at school. Also, many of the security guards tend to use vulgar language in front of the students - not setting very good examples, are we? It's bad enough that the students aren't getting the full extent of their education. English department is unorganized. The math department is alright. The Spanish department is horrible, according to experience. The science department is 50/50. Music department is excellent. The school is still young, but why aren't they trying to improve? I honestly feel alienated at this school.
—Submitted by a student


Posted September 19, 2012

Terrible administration including secretary and registar. Staff there are not willing to help you. "Everything is online so help yourself" will be what you get disregard your problems and urgency. Staff don't listen...they split words "everything is online" or "I'm not the rt pp" but they won't direct to someone who can help you. It is a waste of parents' time deadling with concerns they have for their child. Very disappointing!
—Submitted by a parent


Posted May 29, 2012

I love this school! Kimball High school has really given my children the opportunity to shine. My children are involved in multiple sports, AP programs, as well as leadership class. My children have excelled, have been given multiple opportunities, and absolutely love this school.
—Submitted by a parent


Posted May 21, 2012

This is the most unorganized school I have ever dealt with. The office staff NEVER answers the phone, occasionally a "student worker" will answer. You are rarely greeted when you walk in the office and if you are, they say "what do you need". The entire staff treats the students as if they are always doing something wrong. My daughter is fearful of going in to the office because of this. The security guards all high five each other in front of the kids if they "caught" them doing something wrong. There is no positive reinforcements at this school. Very sad, being that my other daughter's Tracy High experience was nothing compared to this. I hope they change their attitude or more students will transfer out, just as mine did.
—Submitted by a parent


Posted May 14, 2012

Most unorganized, useless school i have ever had to deal with. Poor uninvolved office and counselors, lack of any type or organization, overreactive about things that are unimportant in the high school life and curriculum.. treat students and parent alike as if they are there to have to be put up with and tolerated instead of active partners in education and shaping these kids for their future... Good luck to anybody attending this school
—Submitted by a parent


Posted March 15, 2012

Fabulous music and drama department; wonderful upper-level math teachers; enthusiastic AP-level history teachers; abysmal English department--across the board; great French teacher; horrible Spanish teachers; so-so science department. It's a new school, so a learning curve is to be expected, but the administration is simply unwilling to change--even when the problem areas are pointed out (objectively, with portfolios, assignment sheets, etc.). They are the educators; therefore, only they have worthwhile opinions and ideas. And they, the administration, is absolutely rigid. The decent test scores are a testament to the quality of the student body, not the teaching staff or administration.
—Submitted by a parent


Posted March 12, 2012

Counselors don't get involved and there is no one to really provide help or "guidance". Our Senior child was lost in preparing for college and even the previous year when deciding which classes to take for the senior year. Good luck to anyone going to this school.
—Submitted by a parent


Posted August 12, 2011

The teachers quality is really bad. I agree with earlier review Spanish department is worst. Majority of the kids are struggling in Spanish. There is something wrong with Teachers ability. I have seen Geometry teacher background is not even Math. There was no teacher for Biology for 3 months for an AP class.
—Submitted by a parent


Posted July 23, 2011

There are a majority of teachers of which I question why they are even teaching. The Spanish department is very bad, and there is one questionable Geometry teacher I will not name. The English teachers could be better. The music program is amazing and very lucky to have such a staff. Finally, I have never, in my entire education at this school, seen any counselor or talked to any principal. Administration involvement is low.
—Submitted by a 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.

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

794

Change from
2012 to 2013

-8

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

4 / 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

794

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

-8

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)

7 / 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)

4 / 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.

237 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
26%

2011

 
 
17%

2010

 
 
27%
Algebra II

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

23 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
84%

2011

 
 
91%

2010

 
 
65%
Biology/Life Sciences

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

556 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
51%

2011

 
 
56%

2010

 
 
57%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

587 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
65%

2011

 
 
69%

2010

 
 
69%
General Mathematics (Grades 6 & 7 Standards)

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

64 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
17%

2011

 
 
12%

2010

 
 
14%
Geometry

The state average for Geometry was 45% in 2013.

277 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
42%

2011

 
 
50%

2010

 
 
52%
Integrated/Coordinated Science I

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

43 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
n/a

2010

 
 
0%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
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.

86 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
18%

2011

 
 
13%

2010

 
 
17%
Algebra II

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

189 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
60%

2011

 
 
58%

2010

 
 
29%
Biology/Life Sciences

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

56 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
26%

2011

 
 
37%

2010

 
 
55%
Chemistry

The state average for Chemistry was 46% in 2013.

266 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
46%

2011

 
 
35%

2010

 
 
13%
Earth Science

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

48 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
34%

2011

 
 
60%

2010

 
 
41%
English Language Arts

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

473 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
58%

2011

 
 
64%

2010

 
 
50%
Geometry

The state average for Geometry was 15% in 2013.

171 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
17%

2011

 
 
18%

2010

 
 
31%
High School (Summative) Mathematics (Grade 9-11)

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

11 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
91%

2011

 
 
95%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

471 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
67%

2011

 
 
60%

2010

 
 
44%
World History

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

485 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
48%

2011

 
 
45%

2010

 
 
43%
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.

44 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
22%

2011

 
 
16%

2010

 
 
n/a
Algebra II

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

139 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
24%

2011

 
 
31%

2010

 
 
n/a
Biology/Life Sciences

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

200 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%

2011

 
 
55%

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

139 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
56%

2011

 
 
38%

2010

 
 
n/a
Earth Science

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

73 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
58%

2011

 
 
66%

2010

 
 
n/a
English Language Arts

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

499 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
57%

2011

 
 
50%

2010

 
 
n/a
Geometry

The state average for Geometry was 8% in 2013.

80 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
14%

2011

 
 
10%

2010

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

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

195 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
53%

2011

 
 
33%

2010

 
 
n/a
Physics

The state average for Physics was 58% in 2013.

73 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
38%

2011

 
 
38%

2010

 
 
n/a
U.S. History

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

518 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
58%

2011

 
 
61%

2010

 
 
n/a
World History

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

11 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
38%

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

All Students32%
Females27%
Males38%
African American33%
Asian45%
Filipino57%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)34%
Economically disadvantaged33%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability34%
English learner23%
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate36%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)37%
Parent education - college graduate33%
Parent education - graduate school/post graduate34%
Parent education - declined to state13%

Algebra II

All Students91%
Femalesn/a
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 disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
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 graduate92%
Parent education - declined to staten/a

Biology/Life Sciences

All Students50%
Females49%
Males52%
African American39%
Asian67%
Filipino59%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged30%
Non-economically disadvantaged59%
Students with disability0%
Students with no reported disability52%
English learner15%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate54%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)42%
Parent education - college graduate59%
Parent education - graduate school/post graduate59%
Parent education - declined to state54%

Earth Science

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

English Language Arts

All Students69%
Females72%
Males64%
African American67%
Asian79%
Filipino74%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged53%
Non-economically disadvantaged75%
Students with disability3%
Students with no reported disability72%
English learner26%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate46%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)66%
Parent education - college graduate75%
Parent education - graduate school/post graduate67%
Parent education - declined to state74%

General Mathematics (Grades 6 & 7 Standards)

All Students19%
Females19%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged16%
Non-economically disadvantaged22%
Students with disability3%
Students with no reported disability35%
English learner15%
Fluent-English proficient and English only20%
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)27%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students44%
Females45%
Males44%
African American44%
Asian53%
Filipino56%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged27%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability45%
English learner18%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduate18%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)52%
Parent education - college graduate47%
Parent education - graduate school/post graduate38%
Parent education - declined to state36%

Integrated/Coordinated Science I

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disabilityn/a
English learner0%
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 graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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

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 Students23%
Females25%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged22%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability25%
English learner19%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate46%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)15%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students41%
Females39%
Males44%
African American18%
Asian41%
Filipino48%
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged33%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)17%
Parent education - college graduate54%
Parent education - graduate school/post graduate58%
Parent education - declined to state18%

Biology/Life Sciences

All Students41%
Females45%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability41%
English learner9%
Fluent-English proficient and English only49%
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)47%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students32%
Females23%
Males44%
African American12%
Asian41%
Filipino42%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged22%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability32%
English learner9%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduate8%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)23%
Parent education - college graduate43%
Parent education - graduate school/post graduate45%
Parent education - declined to state5%

Earth Science

All Students48%
Females40%
Males54%
African Americann/a
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)65%
Economically disadvantaged42%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only54%
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 graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students56%
Females61%
Males52%
African American45%
Asian70%
Filipino73%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged43%
Non-economically disadvantaged62%
Students with disability33%
Students with no reported disability58%
English learner21%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate44%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)55%
Parent education - college graduate61%
Parent education - graduate school/post graduate73%
Parent education - declined to state41%

Geometry

All Students15%
Females14%
Males16%
African American4%
Asian17%
Filipino38%
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged18%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)18%
Parent education - college graduate13%
Parent education - graduate school/post graduate18%
Parent education - declined to state0%

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

All Students81%
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 disability82%
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

Science

All Students60%
Females57%
Males63%
African American60%
Asian73%
Filipino77%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged53%
Non-economically disadvantaged63%
Students with disability33%
Students with no reported disability61%
English learner29%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate56%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)57%
Parent education - college graduate63%
Parent education - graduate school/post graduate74%
Parent education - declined to state53%

World History

All Students41%
Females33%
Males48%
African American15%
Asian49%
Filipino52%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged32%
Non-economically disadvantaged45%
Students with disability21%
Students with no reported disability43%
English learner18%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate36%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)37%
Parent education - college graduate46%
Parent education - graduate school/post graduate58%
Parent education - declined to state22%
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 Students30%
Females25%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged25%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only35%
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)25%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students14%
Females13%
Males16%
African American6%
Asian0%
Filipino21%
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged17%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
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)17%
Parent education - college graduate16%
Parent education - graduate school/post graduate9%
Parent education - declined to state7%

Biology/Life Sciences

All Students67%
Females67%
Males68%
African American57%
Asian74%
Filipino63%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged55%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability68%
English learner18%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)65%
Parent education - college graduate76%
Parent education - graduate school/post graduate86%
Parent education - declined to state50%

Chemistry

All Students46%
Females52%
Males38%
African American17%
Asian76%
Filipino73%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged42%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability49%
English learner7%
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 graduate36%
Parent education - some college (includes AA degree)38%
Parent education - college graduate53%
Parent education - graduate school/post graduate65%
Parent education - declined to state35%

Earth Science

All Students62%
Females56%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged35%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only69%
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)71%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

English Language Arts

All Students57%
Females59%
Males55%
African American55%
Asian67%
Filipino58%
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged44%
Non-economically disadvantaged62%
Students with disability23%
Students with no reported disability59%
English learner3%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate32%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)59%
Parent education - college graduate59%
Parent education - graduate school/post graduate64%
Parent education - declined to state52%

Geometry

All Students12%
Females10%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged3%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability12%
English learner0%
Fluent-English proficient and English only16%
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)17%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students55%
Females50%
Males62%
African American54%
Asian71%
Filipino48%
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged62%
Non-economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)52%
Parent education - college graduate56%
Parent education - graduate school/post graduate67%
Parent education - declined to state50%

Physics

All Students44%
Females38%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged42%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only44%
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)39%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students65%
Females62%
Males67%
African American55%
Asian73%
Filipino63%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged52%
Non-economically disadvantaged70%
Students with disability31%
Students with no reported disability68%
English learner19%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate40%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)62%
Parent education - college graduate71%
Parent education - graduate school/post graduate70%
Parent education - declined to state61%

World History

All Students25%
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

English Language Arts

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

488 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
93%

2010

 
 
89%
Math

The state average for Math was 84% in 2013.

475 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
89%

2011

 
 
91%

2010

 
 
86%
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 Students89%
Females93%
Males86%
Gender Unknownn/a
African American82%
Asian89%
Filipino98%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to state98%
Economically disadvantaged80%
Non-economically disadvantaged94%
Economic Status Unknown79%
Students with disability64%
Tested with modificationsn/a
English learner58%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students91%
Females92%
Males90%
Gender Unknownn/a
African American81%
Asian93%
Filipino95%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to state95%
Economically disadvantaged85%
Non-economically disadvantaged94%
Economic Status Unknown86%
Students with disability69%
Tested with modificationsn/a
English learner66%
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
Hispanic 30% 52%
White 30% 26%
Asian or Asian/Pacific Islander 24% 11%
Black 9% 6%
Two or more races 5% 3%
Hawaiian Native/Pacific Islander 2% 1%
American Indian/Alaska Native 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 22%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 9%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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3200 Jaguar Run
Tracy, CA 95377
Website: Click here
Phone: (209) 832-6600

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