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Teacher quality
Principal leadership
Parent involvement
This school is not that bad I really enjoyed going to Vista high school. The best part of the school Is David Hanlon the character leaders teacher. He has worked to make the school more friendly and open to everyone. I felt safe and happy at Vista and I hope your kids do too. I really loved my teachers. The only complaint is the nasty bathrooms! Gross! Fashion club and show choir was so much fun.
—Submitted by a student
My son has just completed his second year at Vista High. He loves his school, and takes great pride in being a Panther. The old reputation is slowly changing, as Vista proves itself to have strong leadership, inclusive policies, for honors, athletes,band, drama, as well as English learners, teen moms, and the otherwise socio-economically challenged. I am glad my son sees this wide view culture, and tolerance. Yes, there are troublemakers, yes there is inappropriate activity, and yes, they do have security on campus. It is still, in main, a friendly, open, safe environment, with something for everyone.
—Submitted by a parent
I enjoyed vista high. As a teen mom they really helped me with the teen parent program and graduating on time. the teachers were great, despite the few that are not, and the administration is good too. the principal and vice principals care about the students and my counselor did everything in her power to help me succeed. I know many have a misconception about gangs but honestly they are no trouble once you take any problem to security, the on campus officer, or administration. I am glad I was at VHS and had the help I needed.
—Submitted by a student
This is the worst high school ever! My kids were honors students with no academic or bhaviour problems until attending here. The staff is to consumed with themselves and the union. My boys had a hard time dealing with the sudden death of their dad when entering the school...no one knew what help was available...nor did they care. Kids here are just a number...and if you are a parent who adocates for their kid and acutally cares -- watch out!
—Submitted by a parent
I truely enjoy going to vista high school for the reason that the teachers are there for us when ever we are stuck in anything. This school is very safe, i really don't understand why parents are scared of sending there child here because of gangs its not like there always going to hold there hand in the street, I bet there worst then gang members, anyways I am happy to be in this school and proud. Panther :) all the way
—Submitted by a student
Vista High School is truly a wonderful school, it has great sport programs, and amazing teachers. When i go to school, i feel safe and i am excited to go to my classes. Everyone complains that Vista has 'too many gangs'.... that is crap every school has gangs, if you think your getting away from it by going to Rancho or El Camino, your going to find out that it is everywhere. I think it is unfair that Vista has a bad reputation, i love this school and it deserves some good feedback!!
—Submitted by a student
This high school cares about all ofthe extra-cirricular activities in school . THE ROTC classes are fantastic. The teachers areall wonderful.. they always give a hand to any students who need some help.
—Submitted by a student
Vista High School has many fantastic extracirricular activities. Some teachers aren't understanding basic High School needs, but for the most part the teachers of Vista show care & dedication for fellow students
—Submitted by a student
VHS has 2 separate schools-Honors and everyone else. I am a very involved parent and have fought every year for my student to receive the help she needs. Now we pay for her to receive private classes so she can be ready for college. It is overcrowded. Teachers often accept substandard work. The counselors try hard but are overworked and focused on the extreme. If I could do it again, I would have moved prior to her HS years to get her in a better place.
—Submitted by a parent
If you play football it might be a good choice but there are better football programs in the county. The school is overcrowded and the gangs are not getting any better. The AP classes are good but at what cost?
—Submitted by a parent
For what this school is given, it does well. It has the most AP classes offered in north county as well as IB curriculum. For those students that want their hands held all the way through their senior year, this is not the school for them. They will have to take responsibility for their own actions and duties. Security is a 'concern' of many students, yet there are rarely any fights at a lunch with 2,500 kids. Realistically, there are gangs on campus, but they don't bother you if you don't want to be bothered. Many students put themselves in situations which provoke violence; all they have to do is not put themselves in that type of situation. The extra-curriculars at this school are top notch. Performing arts have earned many awards and have wonderful teachers. Athletics have gone to CIF in all if not most areas and enjoy much success.
—Submitted by a parent
The overcrowding does not lead to a good academic experience overall ... nonetheless, the availability of AP classes makes up for this ... but requires a truly motivated, self-starter ... Parents must be involved!
—Submitted by a former student
VHS focuses primarily on it's football program to give the school notoriety. This narrow focus hinders all other areas of academic and extracurricular activities and will continue to limit VHS's ability to provide students the solid base required for college and career opportunities.
—Submitted by a parent
Vista High School has a variety of academic opportunities that many other schools do not retain. It also has an excellent athletic program that provides students with interesting hobbies and outlets. There are over 25 different clubs that students can participate in as well as start their own. As Vista does provide a good healthy atmosphere for students, it is lacking in funding for superior education, extra-curriculars and educational programs that would be beneficial to disadvantaged or academically challenged students.
—Submitted by a former student
Sweet football program, with great coaching. I only had one teacher who actually cared about his students, which didnt allow me to reach my full potential. Unless your kid is going to play football, dont go there.
—Submitted by H K, a student
Definately needs improvement in treating children with respect when it comes to security staff, but over all teaching is good. Safety is definitly an issue.
—Submitted by a former student
Mark coppedge, auto shop, an amazing teacher. He's concerned as much about the student as a person as how much they learn about auto mechanics. I would highly recommend your son or daughter take his class. Not only will they gain useful knowledge regarding cars, they'll also gain insight into themselves and character building.
—Submitted by Patty Brubaker, a parent
I think that Vista High School believes that it is more awsome than it really is. It's a good school, but not as good as it could be.
—Submitted by a student
This shcool focuses too much on sports and not enough on academics or the cafeteria food. my daughter has complained about their disgusting lunches, and about classes being too big and not focusing on other students who need help. thank you for your time. A mother speaks out for her daughter
—Submitted by a parent
Good for the typical high school student. Poor staff, with some exceptions. Not for a sheltered child.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
315 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
198 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
616 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.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
270 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.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
209 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
596 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
171 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.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
586 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
639 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
139 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
508 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
97 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.
194 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
552 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 11% |
| Females | 14% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 17% |
| Students with disability | 5% |
| Students with no reported disability | 12% |
| English learner | 3% |
| Fluent-English proficient and English only | 13% |
| Migrant education | 0% |
| Gifted and talented | 24% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 8% |
| All Students | 50% |
| 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 | 55% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| 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 | 63% |
| Females | 59% |
| Males | 69% |
| African American | 69% |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | 27% |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 46% |
| All Students | 36% |
| Females | 24% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| 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) | 66% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 53% |
| Students with disability | 26% |
| Students with no reported disability | 39% |
| English learner | 13% |
| Fluent-English proficient and English only | 43% |
| Migrant education | 15% |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 35% |
| All Students | 61% |
| Females | 64% |
| Males | 58% |
| African American | 55% |
| Asian | 90% |
| Filipino | 100% |
| Hispanic or Latino | 46% |
| 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) | 86% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 79% |
| Students with disability | 50% |
| Students with no reported disability | 62% |
| English learner | 6% |
| Fluent-English proficient and English only | 71% |
| Migrant education | 41% |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 40% |
| All Students | 10% |
| Females | 4% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 13% |
| Students with disability | 3% |
| Students with no reported disability | 15% |
| English learner | 1% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 18% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 39% |
| Females | 37% |
| Males | 43% |
| African American | n/a |
| Asian | 67% |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 40% |
| English learner | 0% |
| Fluent-English proficient and English only | 42% |
| Migrant education | 8% |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 51% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | 27% |
| 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 | 5% |
| Females | 4% |
| Males | 5% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 4% |
| Non-economically disadvantaged | 5% |
| Students with disability | 0% |
| Students with no reported disability | 6% |
| English learner | 4% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 29% |
| Females | 29% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 48% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 39% |
| All Students | 40% |
| Females | 42% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 0% |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
| All Students | 58% |
| Females | 56% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 50% |
| All Students | 37% |
| Females | 47% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| 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 | 25% |
| All Students | 55% |
| Females | 60% |
| Males | 49% |
| African American | 35% |
| Asian | n/a |
| Filipino | 69% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 55% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 75% |
| Students with disability | 26% |
| Students with no reported disability | 56% |
| English learner | 3% |
| Fluent-English proficient and English only | 65% |
| Migrant education | 16% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 45% |
| All Students | 9% |
| Females | 6% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 13% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 4% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 17% |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 8% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 5% |
| All Students | 72% |
| Females | n/a |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| White (not Hispanic) | 79% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| 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 | 50% |
| Females | 48% |
| Males | 53% |
| African American | 35% |
| Asian | n/a |
| Filipino | 75% |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 55% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 68% |
| Students with disability | 33% |
| Students with no reported disability | 51% |
| English learner | 15% |
| Fluent-English proficient and English only | 57% |
| Migrant education | 25% |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 40% |
| All Students | 37% |
| Females | 32% |
| Males | 42% |
| African American | 23% |
| Asian | n/a |
| Filipino | 85% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 27% |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 57% |
| Students with disability | 15% |
| Students with no reported disability | 40% |
| English learner | 5% |
| Fluent-English proficient and English only | 44% |
| Migrant education | 7% |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 29% |
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 | 6% |
| Females | 0% |
| Males | 11% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 7% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 6% |
| Fluent-English proficient and English only | 7% |
| 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 | 9% |
| Females | 10% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 11% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 9% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | 4% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 10% |
| Parent education - graduate school/post graduate | 9% |
| Parent education - declined to state | 15% |
| All Students | 92% |
| Females | 89% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 41% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 30% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 48% |
| Students with disability | 10% |
| Students with no reported disability | 49% |
| English learner | 21% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 62% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| All Students | 57% |
| Females | 62% |
| Males | 53% |
| African American | 40% |
| Asian | 64% |
| Filipino | 87% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 71% |
| Students with disability | 23% |
| Students with no reported disability | 59% |
| English learner | 7% |
| Fluent-English proficient and English only | 64% |
| Migrant education | 32% |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 36% |
| All Students | 11% |
| Females | 10% |
| Males | 12% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 11% |
| English learner | 17% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | 25% |
| Parent education - not a high school graduate | 15% |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 29% |
| Males | 37% |
| African American | n/a |
| Asian | n/a |
| Filipino | 45% |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 35% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 42% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | 27% |
| All Students | 68% |
| Females | 45% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 45% |
| Males | 53% |
| African American | 38% |
| Asian | 73% |
| Filipino | 63% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | 65% |
| Students with disability | 11% |
| Students with no reported disability | 55% |
| English learner | 5% |
| Fluent-English proficient and English only | 57% |
| Migrant education | 13% |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 29% |
| 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 - 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.
645 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
640 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 | 79% |
| Females | 83% |
| Males | 74% |
| African American | 73% |
| Asian | n/a |
| Filipino | 85% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 100% |
| White (not Hispanic) | 97% |
| Declined to state | 93% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 90% |
| Students with disability | 30% |
| Tested with modifications | n/a |
| English learner | 27% |
| Language Fluency Unknown | n/a |
| Migrant education | 40% |
| All Students | 81% |
| Females | 83% |
| Males | 79% |
| African American | 81% |
| Asian | n/a |
| Filipino | 100% |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | 91% |
| White (not Hispanic) | 94% |
| Declined to state | 93% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 88% |
| Students with disability | 39% |
| Tested with modifications | n/a |
| English learner | 39% |
| Language Fluency Unknown | n/a |
| Migrant education | 68% |
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
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 | 54% | 49% | ||
| White | 35% | 28% | ||
| African American | 4% | 7% | ||
| Asian | 2% | 8% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 46% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Samoan | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Cantonese | 0% | 2% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| Mixteco | 0% | 0% | ||
| Polish | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 4% | N/A | 2% |
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Vista,
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