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Teacher quality
Principal leadership
Parent involvement
I always had a problem with bullies in school. I never felt safe. But in option for youth . I felt like i was among differant people. like i had no worries of being judged there. But other than that i loved learning from my teacher. The one on one attention helped me out so much . I have much better grades in options than i did regular public high school. I do believe that public schools can learn something from options.
The staff! The students! The schedule! I love options!
—Submitted by a parent
I love our students! It's so wonderful, as a teacher, to get to know the kids on a personal level and to interact with them one-on-one.
—Submitted by a teacher
I love OFY because each student gets to meet one-on-one with their teacher. The teachers all care very much about their students, and take the time to listen to them and help them.
There are so many great things about Options For Youth, but most of all I would say the personal attention that each student is given.
—Submitted by a parent
My daughter attended Options For Youth and received one on one attention which she really needed. She walked away with more knowledge than regular school gave her and I am thankful for what Options For Youth does.
—Submitted by a parent
What I love most about our school is that it provides students with a unique opporunity to grow into young men and women by teaching responsibility, commitment, and accountability.
—Submitted by a teacher
The teaching is more personal and students get more one on one attention
—Submitted by a parent
I have been a member of the Options For Youth family for over five years now. It still amazes me how our program can effectively help students who have been lost in the traditional school setting. It makes coming to work worthwhile knowing that we make a difference.
Our students receive personalized attention from qualified teachers who care about them and their success.
—Submitted by a student
This school allows students to work at their own pace. This way they can catch up on deficient units or just graduate early. They also have a team of teachers that support them with all of thier curriculum. Students get free tutoring and small group instruction on thier math. They are only required to come to school twice a week for 2 hours at a time which leaves them time to work or help out with family if necessary. Most students who come here love this school. I have been teaching for 13 years and have only served less than 2 years with options. I must say, this is the best school I've ever taught at. They care about their students and their future. Way to go Options!!!
—Submitted by a teacher
I love the fact that all kinds of students are served. Those needing credit, those that can't stand sitting in a classroom for 56 minutes each period and those that are bored by the pace in a traditional school.
—Submitted by a teacher
This is the best school I have ever attended. I was failing in just a plain normal high school, but at options you get a 1 on 1 experience with your teacher. I actually leaned more in the few years I was at options then in the previous 5 years. It's not for everyone though, you must have self discipline and make sure you do the work. You can also work at the comfort of your own home. This school was life changing!
—Submitted by a student
I been going to options for a minute now and i really like it. You cant really get behind if your studying or atleast making sure you understand what your doing so that your ready to test. Options offers many diffrent oppurtunities and also helps you get to where you wanna be. Ive became way more sufficant since i began going to options!
—Submitted by a student
The staff is so helpful and wonderful. They are a great way for students to get caught up, or one on one attention. We loved it there, and I would consider it for any of my children.
—Submitted by a parent
My son did attend Serrano H.S. And this was not for him. He was falling behind, so I began the search and talk to other schools and found that Options For Youth was the best alternative. He is now getting b's and a's and has less stress. Not all kids fit in a large school. He actually has more work to do and earns up to 8 credits a month. He has a lot of reading and the test are not easy. He spend at least 30 hours a week or more doing homework. Its not easy, but it works for him. He wants to attend V.V. College by next year. I'm proud of him. He also is planning on playing soccer this year too. He has outings and has time to be with other students on off hours, which keeps his mind on school only. Also he has great teachers.
—Submitted by JENNIFER, a parent
My only problem is with all the new work. The teachers should have more control in choosing the work books. My daughter is forced to take a history class at another school. But I like Options in every other way.
—Submitted by Brenda Marini, 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.
Grade level
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
166 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 49% in 2012.
38 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
166 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
204 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
205 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 25% in 2012.
291 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
148 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.
936 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.
450 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
189 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.
185 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 13% in 2012.
192 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% 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.
963 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
315 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.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
959 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
417 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.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% 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.
460 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
92 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.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
459 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
116 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 | 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 no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 54% |
| Males | 42% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 36% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 17% |
| Females | 17% |
| Males | 17% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | 9% |
| Fluent-English proficient and English only | 17% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 14% |
| Parent education - college graduate | 27% |
| 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 | 3% |
| Females | 4% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | n/a |
| Fluent-English proficient and English only | 3% |
| 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) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 44% |
| Males | 36% |
| African American | 61% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 23% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 10% |
| Males | 17% |
| African American | 11% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| White (not Hispanic) | 14% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | 8% |
| Fluent-English proficient and English only | 14% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 11% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 18% |
| Females | 11% |
| Males | 25% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | 0% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 14% |
| Males | 22% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 0% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 29% |
| 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 | 3% |
| Females | 4% |
| Males | 4% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 6% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 5% |
| Students with disability | 0% |
| Students with no reported disability | 4% |
| English learner | 0% |
| Fluent-English proficient and English only | 4% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| 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 no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 | 23% |
| Females | 16% |
| Males | 29% |
| African American | 20% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 13% |
| Fluent-English proficient and English only | 23% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 21% |
| 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 |
| 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 |
| 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 | 33% |
| Females | 33% |
| Males | 33% |
| African American | 28% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 37% |
| Students with disability | 20% |
| Students with no reported disability | 34% |
| English learner | 14% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 29% |
| All Students | 12% |
| Females | 10% |
| Males | 14% |
| African American | 6% |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 18% |
| Students with disability | 0% |
| Students with no reported disability | 13% |
| English learner | 6% |
| Fluent-English proficient and English only | 13% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 16% |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 2% |
| Females | 1% |
| Males | 2% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 2% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 2% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 2% |
| Parent education - some college (includes AA degree) | 2% |
| 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 |
| 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 |
| 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 | 15% |
| Females | 8% |
| Males | 23% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 0% |
| Fluent-English proficient and English only | 16% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 22% |
| 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 | 3% |
| Females | 4% |
| Males | 1% |
| African American | 5% |
| Hispanic or Latino | 3% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 3% |
| Students with disability | n/a |
| Students with no reported disability | 3% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 2% |
| Parent education - college graduate | 0% |
| 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 |
| 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 |
| 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 | 17% |
| Females | 17% |
| Males | 17% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 6% |
| Fluent-English proficient and English only | 18% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 15% |
| 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 |
| 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 |
| 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 |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 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 |
| All Students | 28% |
| Females | 32% |
| Males | 25% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 38% |
| Students with disability | 9% |
| Students with no reported disability | 29% |
| English learner | 15% |
| Fluent-English proficient and English only | 30% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 42% |
| Parent education - declined to state | 40% |
| All Students | 1% |
| Females | 1% |
| Males | 2% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 1% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | 8% |
| Parent education - declined to state | 0% |
| All Students | n/a |
| Females | n/a |
| Males | 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 no reported disability | n/a |
| Fluent-English proficient and English only | 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 | 20% |
| Females | 17% |
| Males | 24% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 27% |
| Students with disability | 6% |
| Students with no reported disability | 21% |
| English learner | 12% |
| Fluent-English proficient and English only | 21% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | 23% |
| Parent education - declined to state | 21% |
| All Students | 18% |
| Females | 14% |
| Males | 22% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 28% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | 12% |
| Fluent-English proficient and English only | 18% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | 33% |
| Parent education - declined to state | 21% |
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 | 2% |
| Females | 0% |
| Males | 4% |
| African American | n/a |
| Hispanic or Latino | 2% |
| White (not Hispanic) | 0% |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 3% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 4% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college 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 |
| 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 |
| 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 | 34% |
| Females | 32% |
| Males | 35% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 41% |
| 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) | 36% |
| 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 |
| American Indian or Alaska Native | 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 |
| 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 |
| 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 |
| 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 | 25% |
| Females | 23% |
| Males | 27% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 40% |
| Students with disability | 5% |
| Students with no reported disability | 26% |
| English learner | 16% |
| Fluent-English proficient and English only | 26% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | 7% |
| All Students | 1% |
| Females | 2% |
| Males | 0% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | n/a |
| Fluent-English proficient and English only | 1% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 0% |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 | 20% |
| Females | 13% |
| Males | 30% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 26% |
| Students with disability | 5% |
| Students with no reported disability | 21% |
| English learner | 14% |
| Fluent-English proficient and English only | 21% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 12% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 19% |
| Parent education - declined to state | 7% |
| All Students | 20% |
| Females | 12% |
| Males | 31% |
| African American | 6% |
| Hispanic or Latino | 18% |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 17% |
| Non-economically disadvantaged | 32% |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Parent education - not a high school graduate | 21% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 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.
736 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
769 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 | 78% |
| Females | 84% |
| Males | 73% |
| African American | 73% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Declined to state | 86% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | n/a |
| Students with disability | 44% |
| Tested with modifications | n/a |
| English learner | 69% |
| Language Fluency Unknown | n/a |
| All Students | 69% |
| Females | 67% |
| Males | 71% |
| African American | 57% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 73% |
| Declined to state | 85% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 74% |
| Economic Status Unknown | n/a |
| Students with disability | 33% |
| Tested with modifications | n/a |
| English learner | 61% |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
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 | 45% | 49% | ||
| White | 33% | 28% | ||
| African American | 13% | 7% | ||
| Multiple or No Response | 7% | 3% | ||
| Asian | 1% | 8% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners | 0% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 4 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 87% | N/A | 96% |
| Emergency credential or waiver | 11% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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15048 Bear Valley Rd.
Victorville,
CA 92392
Website: Click here
Phone: (626) 685-9300
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
