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GreatSchools Rating

James Logan High School

Public | 9-12 | 4150 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating
2010:
Based on 2 ratings

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29 reviews of this school


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Posted February 5, 2013

I am an alumni of JLHS! I couldn't have asked for a better academic, athletic & social experience. This school has so many different cultures, and the school acknowledges and supports each culture. Educating students and helping to open their minds and be sensitive about other students and their cultures. Teachers care about their students and want their students to succeed.
—Submitted by a student


Posted December 5, 2012

I am an alumni of this high school. Logan is a mixed bag - a shopping mall school of sorts. The sheer size of the student body is what makes this school what it is. Naturally, kids who do not have an academic drive will find others who are like-minded and will not do well in school. However, those who do care about their education and wish to succeed will find teachers, a plethora of programs, and other students who are more than willing to help. The test scores mostly reflect the majority of students who do not care about their education, so it doesn't mean that the resources for those who do care don't exist. And honestly speaking, gang fights and security problems can only involve students who wish themselves to be involved. I currently attend a well-known public university and know many friends who have graduated from James Logan who have entered UC's. There are even a few from my graduating class who now attend Harvard, Brown, and Stanford.


Posted July 20, 2012

I currently attend JLHS and I'd have to say that it is an excellent school. The school has so many classes to offer students that most high schools in the San Francisco Bay Area don't have. They have great sports teams and if you have a child looking for a scholarship for a sport in college James Logan is one of the few schools that get's scouts from Universities. There are many clubs to join, many electives, and ROP classes that give you experience to prepare you for the classes you will take to gain the career you want to achieve. The teachers here are ones that will do what they can to help the students so long as the students show that they are willing to improve their grades or understandings on the subject. There is a program that runs through Freshman and Sophomore called ICL that has selected classes that can give your students a helping hand into getting a scholarship to a CSU or UC. There is a variety of food to eat for lunch and fit for your nutritional needs. For safety reasons they have a police officer on duty and multiple security guards to make sure students aren't cutting or doing drugs.I promise you that there is not a better school with all that JLHS has to offer
—Submitted by a student


Posted September 1, 2011

My Son is also a freshmen at this School and fell lonely in School. Could you please help him to join you?
—Submitted by a parent


Posted March 24, 2010

The school is a big disappointment. Me and my husband are always in the office to check on our two students grades and make sure they are on track. We request meetings with the counselors and they are never available to meet and when they do meet with us they don t know who our children are and are not very organized. The school is unable to handle the number of children attending the class sizes are 40+ students per class the teachers and students are unhappy about that. My children play sports and the sports programs use to be better the coaches are not very good and don t put in quality time and effort with the kids. The principle is new and doesn t seem like she is off to a good start of being able to handle a school of this size, she needs to surround herself with a better and more dedicated staff in order to turn this school around. I am seriously thinking of putting my kids in another school next year.
—Submitted by a parent


Posted February 27, 2010

I am a sophomore in Logan as of now. My honest opinion of James Logan is that the education is... Adequate. They do focus on extracurricular activities more than education. I just dislike how students take education for granted and decide that getting a 2.0 is satisfactory. Logan should enforce education. Also they should really stop accepting students from Oakland, it's too far of a commute and expanding Logan's population dramatically. As a effect, students don't get as much attention as they should because of large classroom sizes.
—Submitted by a student


Posted November 3, 2009

I am a freshman at Logan this year. Logan has alot to offer. We have excellent sports teams, best forinsics team, best band and colorguard, and a great new drama department opening in december. Although I personally don't like most of the students because of their attitudes towards school, the ones who do care are very succesful at Logan. I would reccomend if you decide to enroll your child into Logan that you get them involved in some type of extra curriculer activity, it helps them get accustumed and meet new people faster. It also keeps me focused by doing sports.
—Submitted by a student


Posted October 6, 2009

I am a parent of sophomore this year. At beginning of last year my child transferred from a small school of 500 students to Logan of 4,500 students so we were concerned. However, Logan has made many efforts since last year to install 20 security cameras which are operative by Oct.09. Even though last year we had a call home due to a gang incident, it is all dependent on the parents , their children ,school and staff to take precautionary measures and report unusual activities. Also I heard from my child that even though the security guard checks the ID's, some students can get off the campus easily. Academically, Logan has much room to improve in their curriculum. Most of the teachers do care and would spend extra hours to help the students, however, there are a few that are just there to make their time. Athletics is an A+
—Submitted by a parent


Posted October 1, 2009

This school is very unorganized and very overcrowded. School starts too late, so school ends late. Some teachers are very willing to help you, most don't even care. Definitely not a school you would want to go if you are transferring because no one will help you. I dislike this school and hope to move in the near future.
—Submitted by a student


Posted November 29, 2008

logan is a good school, its better than how it was a few years ago.
—Submitted by a student


Posted June 7, 2008

I personally dont think Logan is that great of a school. It seens as if teachers make a big fuss over athletes but any other student they see as a whole not as individuals. Students are often categorized and it's understandible to a certain degree. The athletics department is great and there are over 50 clubs. Most teachers seem like they are only there to do their job and be done. There are few who really do care for thier students. As for the new security mesures, the advisors have gone too far. Fights are going to happen. Peolpe can still get off campus if they wanted because the so called security guards are too friendly. The whole showing an i.d. thing is crazy. I think the next thing they will try to do is scan our id and if we miss alot of school they will say we cant graduate.
—Submitted by a student


Posted April 11, 2008

The school makes a great effort to make the students, staff and campus a lot safer. Their security mesures may seem drastic but it was just what logan needed to become more appreciative of their campus. The community also now sees the school as being safer and more focused. The students appreciate the school for their efforts of protecting us and for giving Logan students to be have even more pride for their school. !GO COLTS!
—Submitted by a student


Posted March 26, 2008

Logan offers an amazing variety of opportunities to students, more than any school I've seen. Despite the size, my student has found it easy to connect with most of his teachers, and explore many of his varied interests.
—Submitted by a parent


Posted January 30, 2008

This school is great and some people think there are too many problems, but that is not the fault of the school. The school is great it's just that certain students don't know when to get serious and when to joke around, myself included.
—Submitted by a student


Posted November 10, 2007

Anyone who attends this fabulous school, as I did once upon a time, is very fortunate to have a school that has so much diversity not only in the curriculum but as well as the staff and students. The campus is incredible,nearby city college students are envious of the amenities this school has and what it continues to construct!I have yet to see a duplicate, its really set apart from other schools(an arena w/turf field,2 theatres,Olympic-size pool,2 indoor b-ball courts and a set of 20 outside,softball+baseball+soccer fields,on-campus 7-11 store,just to name a few). Guaranteed that any kid that walks out of James Logan, regardless of what becomes of him/her, transforms and/or flourishes into a well-rounded individual.Not to mention that their unbelievable band has been invited to the Summer Olympics in China and will be performing!
—Submitted by a former student


Posted September 28, 2007

Logan is one of the best public schools in the Nation. For the student body, to be the size of a jr. college, security handle itself. Now this is a High school with just a little over 1000 kids. Logan has not had that issue and yet they have over 4000 students. Great school, with great programs to teach students what to expect at the next level, whether it be school or work
—Submitted by a parent


Posted September 27, 2007

Great speech and debate program. School can be daunting but students just need to get involved in an activity and the school becomes smaller.
—Submitted by a student


Posted April 26, 2006

Too many students which contributes to a lot of problems on campus because it is difficult to monitor the students. And it is difficult for students to become involved in sports because of the number of students at his school unless you are an outstanding athlete. Should have built a second school years ago!
—Submitted by a parent


Posted March 5, 2006

I think some of the best thing about this school is the track and field program, the speech and debate program, and the band and colorguard program.
—Submitted by a student


Posted September 3, 2005

I think that Logan is doing a better job this academic year in trying to deal with the extremely large student body. They have incresed the administrative staff by dividing the school from 4 to 6 houses, therefore increasing the staff/student ratio.
—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 2012.

This school's
API score

738

Change from
2011 to 2012

+4

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

1 / 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 2012.
  • 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 2012

This school's
API score

738

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
2011 to 2012

+4

Change from 2011 to 2012
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
(2011)

4 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

1 / 10

API Similar Schools Rank (2011)
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 2012.

481 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
15%

2010

 
 
20%

2009

 
 
21%
Algebra II

The state average for Algebra II was 69% in 2012.

154 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
78%

2010

 
 
82%

2009

 
 
72%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

774 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
50%

2010

 
 
41%

2009

 
 
42%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

939 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
61%

2010

 
 
54%

2009

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

34 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%

2009

 
 
4%
Geometry

The state average for Geometry was 48% in 2012.

290 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
54%

2010

 
 
41%

2009

 
 
41%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

115 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
6%

2010

 
 
7%

2009

 
 
6%
Algebra II

The state average for Algebra II was 42% in 2012.

231 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
23%

2010

 
 
22%

2009

 
 
24%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

111 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
16%

2010

 
 
4%

2009

 
 
6%
Chemistry

The state average for Chemistry was 51% in 2012.

719 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
19%

2010

 
 
19%

2009

 
 
20%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

911 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
45%

2010

 
 
47%

2009

 
 
46%
Geometry

The state average for Geometry was 17% in 2012.

406 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
13%

2010

 
 
12%

2009

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

135 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
80%

2010

 
 
78%

2009

 
 
71%
Science

The state average for Science was 53% in 2012.

866 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
46%

2010

 
 
41%

2009

 
 
42%
World History

The state average for World History was 46% in 2012.

917 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
42%

2010

 
 
44%

2009

 
 
43%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

38 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
7%

2010

 
 
2%

2009

 
 
9%
Algebra II

The state average for Algebra II was 15% in 2012.

295 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
8%

2010

 
 
5%

2009

 
 
6%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

344 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
60%

2010

 
 
53%

2009

 
 
59%
Chemistry

The state average for Chemistry was 34% in 2012.

168 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
8%

2010

 
 
5%

2009

 
 
7%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

889 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
44%

2010

 
 
42%

2009

 
 
43%
Geometry

The state average for Geometry was 9% in 2012.

218 students were tested at this school in 2012.

2012

 
 
2%

2011

 
 
2%

2010

 
 
5%

2009

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

281 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
51%

2010

 
 
44%

2009

 
 
37%
Physics

The state average for Physics was 56% in 2012.

67 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
75%

2010

 
 
74%

2009

 
 
69%
U.S. History

The state average for U.S. History was 48% in 2012.

885 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
45%

2010

 
 
45%

2009

 
 
49%
World History

The state average for World History was 18% in 2012.

29 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
13%

2010

 
 
10%

2009

 
 
5%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students15%
Females14%
Males15%
African American11%
Asian25%
Filipino27%
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islander10%
Samoann/a
Other Pacific Islander8%
White (not Hispanic)8%
Economically disadvantaged12%
Non-economically disadvantaged19%
Students with disability13%
Students with no reported disability15%
English learner6%
Fluent-English proficient and English only17%
Migrant education0%
Gifted and talented45%
Parent education - not a high school graduate8%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)16%
Parent education - college graduate24%
Parent education - graduate school/post graduate25%
Parent education - declined to state4%

Algebra II

All Students73%
Females76%
Males68%
African Americann/a
Asian83%
Filipino65%
Hispanic or Latino73%
White (not Hispanic)67%
Economically disadvantaged70%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)58%
Parent education - college graduate70%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Biology/Life Sciences

All Students51%
Females50%
Males53%
African American25%
Asian71%
Filipino59%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islander35%
Samoann/a
Other Pacific Islander35%
White (not Hispanic)63%
Economically disadvantaged34%
Non-economically disadvantaged64%
Students with disability8%
Students with no reported disability55%
English learner4%
Fluent-English proficient and English only56%
Migrant education27%
Gifted and talented97%
Parent education - not a high school graduate25%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)45%
Parent education - college graduate68%
Parent education - graduate school/post graduate72%
Parent education - declined to state31%

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 Students55%
Females60%
Males50%
African American39%
Asian69%
Filipino70%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islander39%
Samoann/a
Other Pacific Islander31%
White (not Hispanic)63%
Economically disadvantaged43%
Non-economically disadvantaged65%
Students with disability23%
Students with no reported disability56%
English learner5%
Fluent-English proficient and English only62%
Migrant education43%
Gifted and talented96%
Parent education - not a high school graduate25%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)54%
Parent education - college graduate71%
Parent education - graduate school/post graduate78%
Parent education - declined to state28%

General Mathematics (Grades 6 & 7 Standards)

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students27%
Females25%
Males31%
African American13%
Asian34%
Filipino32%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged23%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability27%
English learner8%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduate21%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)18%
Parent education - college graduate34%
Parent education - graduate school/post graduate31%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students4%
Females4%
Males4%
African American0%
Asian17%
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability5%
English learner7%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)0%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students31%
Females29%
Males33%
African American18%
Asian43%
Filipino34%
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islander55%
Samoann/a
White (not Hispanic)13%
Economically disadvantaged23%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate25%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)23%
Parent education - college graduate35%
Parent education - graduate school/post graduate42%
Parent education - declined to state27%

Biology/Life Sciences

All Students18%
Females16%
Males20%
African American20%
Asiann/a
Filipino29%
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability20%
English learner6%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)0%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students25%
Females22%
Males28%
African American17%
Asian42%
Filipino24%
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islander18%
Other Pacific Islander21%
White (not Hispanic)30%
Economically disadvantaged16%
Non-economically disadvantaged30%
Students with disability6%
Students with no reported disability26%
English learner0%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduate12%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)21%
Parent education - college graduate31%
Parent education - graduate school/post graduate44%
Parent education - declined to state10%

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
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 Students51%
Females54%
Males48%
African American43%
Asian69%
Filipino57%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islander49%
Samoann/a
Other Pacific Islander56%
White (not Hispanic)60%
Economically disadvantaged33%
Non-economically disadvantaged64%
Students with disability24%
Students with no reported disability52%
English learner2%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate24%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)46%
Parent education - college graduate67%
Parent education - graduate school/post graduate72%
Parent education - declined to state36%

Geometry

All Students6%
Females6%
Males7%
African American8%
Asian10%
Filipino7%
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Pacific Islander0%
Other Pacific Islander0%
White (not Hispanic)9%
Economically disadvantaged4%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability7%
English learner6%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talented38%
Parent education - not a high school graduate0%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)9%
Parent education - college graduate5%
Parent education - graduate school/post graduate6%
Parent education - declined to state5%

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

All Students77%
Females73%
Males82%
African Americann/a
Asian81%
Filipino77%
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged64%
Non-economically disadvantaged81%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)68%
Parent education - college graduate80%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students52%
Females53%
Males52%
African American39%
Asian66%
Filipino60%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islander43%
Samoann/a
Other Pacific Islander49%
White (not Hispanic)64%
Economically disadvantaged35%
Non-economically disadvantaged64%
Students with disability22%
Students with no reported disability53%
English learner4%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate27%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)49%
Parent education - college graduate67%
Parent education - graduate school/post graduate72%
Parent education - declined to state31%

World History

All Students41%
Females36%
Males47%
African American28%
Asian61%
Filipino37%
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islander37%
Samoann/a
Other Pacific Islander41%
White (not Hispanic)49%
Economically disadvantaged28%
Non-economically disadvantaged50%
Students with disability13%
Students with no reported disability43%
English learner8%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate25%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)35%
Parent education - college graduate51%
Parent education - graduate school/post graduate60%
Parent education - declined to state41%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Algebra I

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
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 graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students5%
Females2%
Males10%
African American4%
Asian3%
Filipino6%
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged7%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduate4%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)6%
Parent education - college graduate3%
Parent education - graduate school/post graduate8%
Parent education - declined to state0%

Biology/Life Sciences

All Students66%
Females68%
Males62%
African American64%
Asian78%
Filipino71%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islander36%
White (not Hispanic)74%
Economically disadvantaged54%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability65%
English learner11%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate45%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)68%
Parent education - college graduate72%
Parent education - graduate school/post graduate82%
Parent education - declined to state32%

Chemistry

All Students8%
Females4%
Males12%
African American7%
Asian17%
Filipino3%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged8%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability9%
English learner6%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)10%
Parent education - college graduate0%
Parent education - graduate school/post graduate27%
Parent education - declined to state8%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/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 Students47%
Females50%
Males45%
African American38%
Asian57%
Filipino50%
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islander46%
Samoann/a
Other Pacific Islander45%
White (not Hispanic)55%
Economically disadvantaged36%
Non-economically disadvantaged55%
Students with disability12%
Students with no reported disability48%
English learner3%
Fluent-English proficient and English only54%
Migrant education42%
Gifted and talented87%
Parent education - not a high school graduate31%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)47%
Parent education - college graduate55%
Parent education - graduate school/post graduate68%
Parent education - declined to state29%

Geometry

All Students2%
Females0%
Males4%
African American0%
Asian5%
Filipino2%
Hispanic or Latino3%
American Indian or Alaska Nativen/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged3%
Students with disability0%
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)5%
Parent education - college graduate0%
Parent education - graduate school/post graduate0%
Parent education - declined to state0%

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

All Students52%
Females45%
Males57%
African Americann/a
Asian65%
Filipino38%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
White (not Hispanic)52%
Economically disadvantaged49%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learner55%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate45%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)44%
Parent education - college graduate50%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Physics

All Students90%
Females83%
Males93%
African Americann/a
Asian93%
Filipino77%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate88%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

U.S. History

All Students41%
Females36%
Males47%
African American25%
Asian59%
Filipino38%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islander33%
Samoann/a
Other Pacific Islander30%
White (not Hispanic)56%
Economically disadvantaged32%
Non-economically disadvantaged49%
Students with disability14%
Students with no reported disability43%
English learner6%
Fluent-English proficient and English only47%
Migrant education25%
Gifted and talented77%
Parent education - not a high school graduate28%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)39%
Parent education - college graduate48%
Parent education - graduate school/post graduate66%
Parent education - declined to state31%

World History

All Students19%
Females29%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
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)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

971 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
85%

2010

 
 
86%

2009

 
 
83%
Math

The state average for Math was 84% in 2012.

970 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
86%

2010

 
 
82%

2009

 
 
84%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students89%
Females94%
Males85%
African American89%
Asian93%
Filipino93%
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islander88%
White (not Hispanic)91%
Declined to state95%
Economically disadvantaged82%
Non-economically disadvantaged95%
Economic Status Unknown79%
Students with disability47%
Tested with modifications0%
English learner50%
Language Fluency Unknownn/a
Migrant education73%

Math

All Students88%
Females91%
Males86%
African American84%
Asian96%
Filipino94%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islander90%
White (not Hispanic)91%
Declined to state100%
Economically disadvantaged82%
Non-economically disadvantaged94%
Economic Status Unknown77%
Students with disability38%
Tested with modifications0%
English learner60%
Language Fluency Unknownn/a
Migrant education82%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 28% 49%
Asian 23% 8%
Filipino 20% 3%
White 12% 28%
African American 9% 7%
Pacific Islander 5% 1%
Multiple or No Response 3% 3%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 115%N/A24%
Students eligible for free or reduced-price lunch program 223%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 49% 85%
Filipino (Pilipino or Tagalog) 15% 1%
Punjabi 13% 1%
Farsi (Persian) 6% 0%
Cantonese 3% 2%
Vietnamese 3% 2%
Ilocano 2% 0%
Mandarin (Putonghua) 2% 1%
All other non-English languages 1% 1%
Burmese 1% 0%
Cebuano (Visayan) 1% 0%
Hindi 1% 0%
Korean 1% 1%
Pashto 1% 0%
Urdu 1% 0%
Arabic 0% 1%
Bengali 0% 0%
Chamorro (Guamanian) 0% 0%
Khmer (Cambodian) 0% 0%
Serbo-Croatian (Bosnian, Croatian, Serbian) 0% 0%
Somali 0% 0%
Taiwanese 0% 0%
Tongan 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 16N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 99%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1800 H Street
Union City, CA 94587
Website: Click here
Phone: (510) 471-2520

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