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Teacher quality
Principal leadership
Parent involvement
Disclaimer - my student only attended for one semester, and have heard that the AP program is good. Positives first - sports coach was great, math teacher provided outside help when asked. However, as a whole, my teen's experience in the regular program involved substandard academic work. We chose SHS because the last district we lived in required constant parental involvement (i.e. - last-minute runs for special school supplies, travel). However, my teen went from struggling to maintain a B-/C+ average in middle school (old district) to making easy A's and B's at SHS with little effort. Lots of drugs/alcohol, kids sleeping/texting in class or cutting class, ridiculous "Study Skills" period that was a free-for-all socializing period, complete lack of instruction (i.e. - my teen only wrote two short in-class English essays and one short essay at home), science take-home exams, almost no homework. Sure, it boosted the GPA, but at what cost? Check out the CST scores for this school - this gives a much more accurate picture of the academics. And yes, I am aware that the school is the best in the district, which doesn't speak well for the district as a whole.
—Submitted by a parent
At times, the school seems overly concerned about athletics, but overall, it's not so bad. The teachers seem to care about their students and are good at what they teach, and there's not too much violence going on either.
—Submitted by a parent
I attended SHHS and found that the academics were mediocre at best. Although there were a few teachers who really showed care and passion for their subject, there were many that gave alot of busy work. I remember many a teacher passing out a work sheet and then going to the back of the room to talk to other teachers and watch football plays on repeat on video. Any class where you had a teacher who was also a coach meant you had a pretty easy class. I am thankful I had no athletic skill because I saw many a friend fall victim to the insane amount of pressure placed on their shoulders. The wrestlers are obsessed with weight and the football players were known to take drugs to enhance their performance. Im glad I went here though, compared to rival schools I felt safe and thats always a winner.
This school is a lot better for children, especially academically, than any nearby school. I'm so glad I sent my child here.
—Submitted by a parent
This school is good if your child is an athlete because that is all the school really cares about. If you want a good school for academia then I advise you to go somewhere else.
—Submitted by a student
South Hills overall was a relatively good experience. There are many extracurriculars to get involed in, many AP classes to to take, and nice people. The administation is mediocre. The counselors could do a lot more to advise the students better, but I got to where i needed to be so I guess it wasn't all that bad.
—Submitted by a student
The only thing South HIlls has in it's favor is the athletics. The administration favors athletics so much over academics that if your student is a gifted athlete the administration will overlook any infraction they may have regardless what school policy is broken or how illegal it may be. There is no community among the student body unless it is with the cliques in sports or ASB and student behavior can be horrible. The one thing the students mostly share is apathy towards their grades. These are a few reasons I decided to leave and teach else where. It once was a great school but has recently declined greatly in academics and student involvement in their school community and with the current leadership it is not surprising.
this school continously proves itself to be academically proficient, i am a senior at this school and i would consider myself 100% satisfied with the methods used by the entire staff to further my education and prepare me for the future. It recently recieved a 4 year WASC accreditation which is outstanding among other schools in the area.
—Submitted by a student
focus more on sports rather than academics and students' behavior. So if your kids are not athletes,this is not the high school for you.
—Submitted by a parent
this school is amazing and extremely concerned with students excelling academically.
This school is great for a good quality education. There is a diverse society and everybody knows everybody. This is one of the best public school in the LA county the kids that are seniors are going to good UC school and Cal-State schools South Hills High School is a great school to send your child to
—Submitted by Vivian Chang, a parent
My son has attended this School for the last 2 years. I do not recommend this school it does not live up to the hype. This has to be a sample of an underlying problem with this school's administration and lack of interest with the kid s academics. My kid is not the athletic kind so he has been for the most part marginalized.
—Submitted by a parent
South Hills is a very diverse school. the dances are fun and athletics are the best. But when it comes to school its good to stay in a C- to a A+ range. SHHS is #1!!!! -OREO
—Submitted by OREO, a student
South Hills high is known as an affluent school located across from a country club. The forte of this school is really the extracurricular activities, offering a wide varriety of sports, particularly the award winning football, while also having a good, but widely under appriciated music and arts program. Though there is a good variety of honors and AP courses that are not offered at rival schools, teachers tend to varry in the their teaching quality from great teachers to below average. The school itself is undergoing renovations and modernizations. Currently only a small fraction of the classrooms have been remodeled and on top of that, has taken many years to complete. There is also much diversity at this school which very closely reflects state averages of ethnic groups. Overall this is a good school but unfortunatly focuses too much on sports.
—Submitted by a parent
I am a current student here (a junior), so here's a true firsthand view. The academic programs here are great. We have many courses, especially some APs, that are unavailable at the other schools in the district. Many students take at least one honors or AP course, and the school has a very open, inclusive policy on who can take them. While there are bad seeds, dropouts are unheard of. There are many extracurricular activities here, including a wide variety of clubs, leadership, and sports. We have almost all the typical teams for boys and girls, except for water polo. Our football and baseball teams are especially well known. As for parental involvement, I wouldn't really know, but it is probably around average. On another note: Your kid will feel safe here. This school is very diverse, but tends to be cliquey and times, althought there is no real 'popular group.' Hope this helps.
—Submitted by a student
Good academic programs and social programs for the kids to be involved in. School is quick to inform parents when children are not attending class, this shows their concern for the child's school work.
—Submitted by a parent
There are not a lot of academic programs available. From first hand experience,i can say that the music program at this school is pretty good to an extent. The art at this school is limited and this is a good school if your kid is into football. This school revolves around football and the other sports are well. Recently there has been an outburst of many new clubs.
—Submitted by a student
I feel this school is more centered on the success of the athletics programs than academics. I have been continually frustrated by the lack of courtesy and downright rudeness and disrespect of some of the staff in the offices. Thankfully, the majority of the teachers seem to be caring and proficient at their jobs. There are some exceptions. Everyone seems to know who they are, yet nothing is done about their poor performance. I do not feel that this school lives up to the quality of other schools my child attended in the district.
—Submitted by a parent
There are a few teachers that are easy to comprehend and make teaching students their first priority. However, there are a couple of teachers who make it difficlut to learn due to the lack of assuring their students understand. Although the extracurricular activities are excellent, I do not reccomend this school.
—Submitted by a former 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.
221 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
201 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
243 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
424 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.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
126 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.
131 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.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
138 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
431 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
11 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
140 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
464 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
412 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.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
354 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
455 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
74 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.
205 students were tested at this school 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.
478 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 | 17% |
| Females | 20% |
| Males | 15% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| 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 | 13% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 19% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | 17% |
| Parent education - declined to state | 13% |
| All Students | 75% |
| Females | 74% |
| Males | 75% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 71% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 79% |
| Males | 85% |
| African American | n/a |
| Asian | 100% |
| Filipino | 85% |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 42% |
| Females | 38% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| 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) | 47% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 50% |
| Students with disability | 20% |
| Students with no reported disability | 46% |
| English learner | 0% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 53% |
| Parent education - declined to state | 38% |
| All Students | 64% |
| Females | 69% |
| Males | 59% |
| African American | 54% |
| Asian | 95% |
| Filipino | 74% |
| Hispanic or Latino | 58% |
| 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) | 72% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 76% |
| Students with disability | 33% |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 43% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 42% |
| Males | 56% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 49% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 53% |
| Males | 76% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 68% |
| 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 | 15% |
| Females | 8% |
| Males | 22% |
| 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 |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | n/a |
| Fluent-English proficient and English only | 14% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 13% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 24% |
| Males | 33% |
| African American | n/a |
| Asian | 54% |
| Filipino | n/a |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 15% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | n/a |
| All Students | 49% |
| Females | 42% |
| Males | 57% |
| African American | 33% |
| Asian | 74% |
| Filipino | 47% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 56% |
| Students with disability | 15% |
| Students with no reported disability | 52% |
| English learner | 6% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 61% |
| Parent education - declined to state | n/a |
| All Students | 18% |
| 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 |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| 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 |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 57% |
| Males | 56% |
| African American | 47% |
| Asian | 77% |
| Filipino | 63% |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 61% |
| Students with disability | 23% |
| Students with no reported disability | 57% |
| English learner | 0% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 58% |
| Parent education - declined to state | n/a |
| All Students | 18% |
| Females | 13% |
| Males | 25% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 16% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 16% |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 61% |
| Males | 73% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 68% |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| 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) | 61% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 46% |
| Males | 60% |
| African American | 48% |
| Asian | 78% |
| Filipino | 59% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 57% |
| Students with disability | 15% |
| Students with no reported disability | 56% |
| English learner | 5% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 55% |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 41% |
| Males | 62% |
| African American | 39% |
| Asian | 77% |
| Filipino | 63% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 56% |
| Students with disability | 15% |
| Students with no reported disability | 55% |
| English learner | 11% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 62% |
| 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 | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 14% |
| Females | 14% |
| 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) | 16% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 13% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | n/a |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 64% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| 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 | 36% |
| Females | 35% |
| Males | 39% |
| African American | 17% |
| Asian | 79% |
| Filipino | 57% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 24% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 43% |
| Parent education - graduate school/post graduate | 66% |
| 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 |
| 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 | 59% |
| Females | 61% |
| Males | 56% |
| African American | 63% |
| Asian | 75% |
| Filipino | 64% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 66% |
| Students with disability | 17% |
| Students with no reported disability | 60% |
| English learner | 0% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 3% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 46% |
| Males | 51% |
| African American | n/a |
| Asian | 73% |
| Filipino | 57% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 69% |
| 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 |
| 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 | 56% |
| Females | 49% |
| Males | 62% |
| African American | 69% |
| Asian | 75% |
| Filipino | 58% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 59% |
| Students with disability | 9% |
| Students with no reported disability | 59% |
| English learner | 22% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 69% |
| 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 |
| 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.
473 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
469 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 | 88% |
| Females | 89% |
| Males | 86% |
| African American | 64% |
| Asian | 95% |
| Filipino | 83% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 91% |
| Economic Status Unknown | n/a |
| Students with disability | 48% |
| Tested with modifications | n/a |
| English learner | 32% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 88% |
| African American | 81% |
| Asian | 98% |
| Filipino | 89% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | n/a |
| Students with disability | 49% |
| Tested with modifications | n/a |
| English learner | 37% |
| Language Fluency Unknown | n/a |
| Migrant education | 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 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
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
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 | 23% | 28% | ||
| Asian | 11% | 8% | ||
| African American | 6% | 7% | ||
| Filipino | 4% | 3% | ||
| Multiple or No Response | 2% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 29% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 67% | 85% | ||
| Mandarin (Putonghua) | 12% | 1% | ||
| Arabic | 5% | 1% | ||
| Cantonese | 4% | 2% | ||
| Korean | 4% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Burmese | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Turkish | 2% | 0% | ||
| Samoan | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 94% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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645 South Barranca Street
West Covina,
CA 91723
Phone: (626) 974-6220
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