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Teacher quality
Principal leadership
Parent involvement
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
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.
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
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
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
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
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
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
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
logan is a good school, its better than how it was a few years ago.
—Submitted by a student
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
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
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
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
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
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
481 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
774 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
939 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
290 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
719 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
911 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
406 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
866 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
917 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
295 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
344 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
168 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
889 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
218 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
885 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 15% |
| Females | 14% |
| Males | 15% |
| African American | 11% |
| Asian | 25% |
| Filipino | 27% |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 10% |
| Samoan | n/a |
| Other Pacific Islander | 8% |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 19% |
| Students with disability | 13% |
| Students with no reported disability | 15% |
| English learner | 6% |
| Fluent-English proficient and English only | 17% |
| Migrant education | 0% |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | 25% |
| Parent education - declined to state | 4% |
| All Students | 73% |
| Females | 76% |
| Males | 68% |
| African American | n/a |
| Asian | 83% |
| Filipino | 65% |
| Hispanic or Latino | 73% |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 50% |
| Males | 53% |
| African American | 25% |
| Asian | 71% |
| Filipino | 59% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 35% |
| Samoan | n/a |
| Other Pacific Islander | 35% |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 64% |
| Students with disability | 8% |
| Students with no reported disability | 55% |
| English learner | 4% |
| Fluent-English proficient and English only | 56% |
| Migrant education | 27% |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 31% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 55% |
| Females | 60% |
| Males | 50% |
| African American | 39% |
| Asian | 69% |
| Filipino | 70% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | 39% |
| Samoan | n/a |
| Other Pacific Islander | 31% |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 65% |
| Students with disability | 23% |
| Students with no reported disability | 56% |
| English learner | 5% |
| Fluent-English proficient and English only | 62% |
| Migrant education | 43% |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 28% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 25% |
| Males | 31% |
| African American | 13% |
| Asian | 34% |
| Filipino | 32% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 17% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | 8% |
| Fluent-English proficient and English only | 29% |
| Migrant education | n/a |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 34% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 4% |
| Females | 4% |
| Males | 4% |
| African American | 0% |
| Asian | 17% |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 7% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 31% |
| Females | 29% |
| Males | 33% |
| African American | 18% |
| Asian | 43% |
| Filipino | 34% |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 55% |
| Samoan | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 27% |
| All Students | 18% |
| Females | 16% |
| Males | 20% |
| African American | 20% |
| Asian | n/a |
| Filipino | 29% |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | 6% |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 22% |
| Males | 28% |
| African American | 17% |
| Asian | 42% |
| Filipino | 24% |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 18% |
| Other Pacific Islander | 21% |
| White (not Hispanic) | 30% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 30% |
| Students with disability | 6% |
| Students with no reported disability | 26% |
| English learner | 0% |
| Fluent-English proficient and English only | 27% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | 10% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 54% |
| Males | 48% |
| African American | 43% |
| Asian | 69% |
| Filipino | 57% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 49% |
| Samoan | n/a |
| Other Pacific Islander | 56% |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 64% |
| Students with disability | 24% |
| Students with no reported disability | 52% |
| English learner | 2% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 36% |
| All Students | 6% |
| Females | 6% |
| Males | 7% |
| African American | 8% |
| Asian | 10% |
| Filipino | 7% |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 0% |
| Other Pacific Islander | 0% |
| White (not Hispanic) | 9% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 8% |
| Students with disability | 0% |
| Students with no reported disability | 7% |
| English learner | 6% |
| Fluent-English proficient and English only | 7% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 5% |
| Parent education - graduate school/post graduate | 6% |
| Parent education - declined to state | 5% |
| All Students | 77% |
| Females | 73% |
| Males | 82% |
| African American | n/a |
| Asian | 81% |
| Filipino | 77% |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 53% |
| Males | 52% |
| African American | 39% |
| Asian | 66% |
| Filipino | 60% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 43% |
| Samoan | n/a |
| Other Pacific Islander | 49% |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 64% |
| Students with disability | 22% |
| Students with no reported disability | 53% |
| English learner | 4% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | 31% |
| All Students | 41% |
| Females | 36% |
| Males | 47% |
| African American | 28% |
| Asian | 61% |
| Filipino | 37% |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 37% |
| Samoan | n/a |
| Other Pacific Islander | 41% |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 50% |
| Students with disability | 13% |
| Students with no reported disability | 43% |
| English learner | 8% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 41% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 5% |
| Females | 2% |
| Males | 10% |
| African American | 4% |
| Asian | 3% |
| Filipino | 6% |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | 0% |
| Fluent-English proficient and English only | 6% |
| Migrant education | n/a |
| Gifted and talented | 30% |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 3% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | 0% |
| All Students | 66% |
| Females | 68% |
| Males | 62% |
| African American | 64% |
| Asian | 78% |
| Filipino | 71% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 36% |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | 11% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 32% |
| All Students | 8% |
| Females | 4% |
| Males | 12% |
| African American | 7% |
| Asian | 17% |
| Filipino | 3% |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 6% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 4% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 8% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 50% |
| Males | 45% |
| African American | 38% |
| Asian | 57% |
| Filipino | 50% |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 46% |
| Samoan | n/a |
| Other Pacific Islander | 45% |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 55% |
| Students with disability | 12% |
| Students with no reported disability | 48% |
| English learner | 3% |
| Fluent-English proficient and English only | 54% |
| Migrant education | 42% |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 29% |
| All Students | 2% |
| Females | 0% |
| Males | 4% |
| African American | 0% |
| Asian | 5% |
| Filipino | 2% |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 3% |
| Students with disability | 0% |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 5% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 0% |
| Parent education - declined to state | 0% |
| All Students | 52% |
| Females | 45% |
| Males | 57% |
| African American | n/a |
| Asian | 65% |
| Filipino | 38% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 55% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 83% |
| Males | 93% |
| African American | n/a |
| Asian | 93% |
| Filipino | 77% |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 41% |
| Females | 36% |
| Males | 47% |
| African American | 25% |
| Asian | 59% |
| Filipino | 38% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 33% |
| Samoan | n/a |
| Other Pacific Islander | 30% |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 49% |
| Students with disability | 14% |
| Students with no reported disability | 43% |
| English learner | 6% |
| Fluent-English proficient and English only | 47% |
| Migrant education | 25% |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 66% |
| Parent education - declined to state | 31% |
| All Students | 19% |
| Females | 29% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
971 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
970 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 94% |
| Males | 85% |
| African American | 89% |
| Asian | 93% |
| Filipino | 93% |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 88% |
| White (not Hispanic) | 91% |
| Declined to state | 95% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 79% |
| Students with disability | 47% |
| Tested with modifications | 0% |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | 73% |
| All Students | 88% |
| Females | 91% |
| Males | 86% |
| African American | 84% |
| Asian | 96% |
| Filipino | 94% |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 90% |
| White (not Hispanic) | 91% |
| Declined to state | 100% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 77% |
| Students with disability | 38% |
| Tested with modifications | 0% |
| English learner | 60% |
| Language Fluency Unknown | n/a |
| Migrant education | 82% |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
Pacific Islander
Other Pacific Islander
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Migrant education
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 99% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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