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Teacher quality
Principal leadership
Parent involvement
Amazing fine art programs, great teachers, and good environment for students. They have a variety of clubs and sports. They are always open and take into consideration of suggestions that can better their school.
The problems with overcrowding and poor quality students continues still today. Importing kids from Baldwin Park, La Puente and Bassett is taking West Covina High School down to the level of BP or Bassett High Schools. Nobody moves their kids to those schools because they reflect the city they are in. West Covina district officals need to look out for the students of the parents that live in West Covina first. Reduce the overcrowding and influx of troublemakers, only then can you offer a quality education.
—Submitted by a teacher
Good communication with parents. They have a great on-line system for parents to review the student's grades, attendance, etc...
—Submitted by a parent
It has not only great academics, but it has a variety of club and sports to truly show everyone's creativity.
—Submitted by a student
Because we have a great fine arts program, a great student body, marvelous teachers, and tons of school spirit!
—Submitted by a student
I have had good communication regarding my child's education and progress regularly between majority of teachers and my child's counselor.
—Submitted by a parent
A Great-Tastic School, If your thinkingabout sending your child here...Do it
—Submitted by a student
as a current student at west covina high school i am so proud to be a part of the bulldog family! we are better than people think of us and have more school spirit and pride than most schools out there! the leadership programs are amazing and sport programs are as well! I love this school! the teachers have an amazing relationship with their students and strive to help each one of their students succeed!
—Submitted by a student
as a x student of this school i have to say the principal was lacking in involvement while he got many parent's to belive he's making changes unfortuantely he wasn't but i must say sports, teachers, and overall staff are great, they're just needs to be more parent an principal involvement =)
—Submitted by a student
this school is really great. it has some of the greatest sports too. we have great tennis, baseball, and especially, basketball and football. there are also great teachers like Mr.Beeken and Mrs. Abbott
—Submitted by a student
I once taught at WCHS, and having taught at 3 diff't HS, I can safely conclude that it is a school with great potential. That's the reason why it became a distinguish school with the right leadership of Mr. Coombs. The potential was always there. The school just needed the right guidance WCHS has great kids, especially those who are involved in academics and activities. I've seen students come in as immature/naughty freshmen and leave as mature young adults. It's a great nourishing ground for students who wants to succeed and grow. However, as with all school, there are also bad kids, due to the high diversity of the school. The school will need to find solutions to suppress all these bad kids from running the school. Believe me, I've seen enough rotten-spoiled kids at WCHS. To end on a good note, the college-prep courses are awesome!
—Submitted by a teacher
as a current student of this troubled school, the district is planning on working hard on eliminating the difficult students to coronado continuation, though there are so many to choose from its an unbelieveable battle at this time, west covina high needs to raise their API score in order to have elective classes and the fighting seriously needs to stop.
—Submitted by a student
i love west covina high school , yes we have weekly fights but the administration makes sure were on task and the principal has improved in leadership though students need encouragement from their parents in order to succeed and add a better API score to the school.
—Submitted by a parent
WCHS is still a great school overall. The leadership at the top level (principal) is sadly lacking but the other administrators are wonderful. The teachers are excellent for the most part. There are exceptions as there are at any school. Most teachers do a great job of teaching and they care about their students. There are many extra-curricular activities and lots of AP classes. Yes, there are fights on campus but not weekly. Show me a high school that doesn't have fights! My child attends this school and feels safe and she is getting a great education.
—Submitted by a parent
I am currently attendting this school and every day there are new problems, one day its either drug overdosing, racial issues involving fights, pep rallys turning into multiple fights, way too crowded i believe this school is approaching 3000 students, thats ridiculous especially how more security guards are scheduled to be hired and police patrol is visible everyday!
—Submitted by a student
This school is getting worse by the minute. My two older sons attend WCHS and they are constantly telling me about the problems with race, stealing, fighting, etc. While there are 'some' staff members who care, it seems key staff don't. My kids have repeatedly had items stolen from them - I am dealing with an issue right now. I have another child that I am actually considering putting in another district instead of attending WCHS. If you have students complaining about safety and race issues, then you really need to take a look at what's taking place in your school.
—Submitted by a parent
this school is running into alot of problems, racial issues are noticable during lunch when students hang out ONLY with their race and fighting is becoming ridicualous, lunch lines are corrupted and the principle seems only to be amused and not helping.
—Submitted by a student
WChigh is very crowded school.they need organization as well as improving the safety & discipline of the school.
—Submitted by a student
school is very violent and needs a sercurity for every lunch line because of students shoving and unmature behavoir and school needs to be more organized, as well the school overall isn't very safe
—Submitted by a parent
WHS rating was poor especially the safety and discipline of the students.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
189 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
488 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
626 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.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
308 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.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
233 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
369 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
127 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
606 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
150 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.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
599 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
628 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.
216 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
230 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
206 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
696 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
142 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.
232 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
56 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
714 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 | 30% |
| Females | 33% |
| Males | 28% |
| 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) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | 18% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 35% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 86% |
| Females | 78% |
| Males | 93% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 88% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 85% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 53% |
| Males | 55% |
| African American | 44% |
| Asian | 87% |
| Filipino | 71% |
| 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) | 88% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 9% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 60% |
| All Students | 14% |
| Females | 5% |
| Males | 20% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 15% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 17% |
| Students with disability | 9% |
| Students with no reported disability | 15% |
| English learner | 0% |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 15% |
| All Students | 56% |
| Females | 58% |
| Males | 52% |
| African American | 73% |
| Asian | 83% |
| Filipino | 77% |
| Hispanic or Latino | 48% |
| 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) | 81% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 64% |
| Students with disability | 27% |
| Students with no reported disability | 56% |
| English learner | 0% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 52% |
| All Students | 5% |
| Females | 0% |
| Males | 8% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 5% |
| Students with disability | 5% |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 4% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | 32% |
| Females | 33% |
| Males | 31% |
| African American | 20% |
| Asian | 56% |
| Filipino | 38% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 56% |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 27% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 28% |
| 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 | 21% |
| Females | 18% |
| Males | 23% |
| African American | 38% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 21% |
| Students with disability | 9% |
| Students with no reported disability | 22% |
| English learner | 15% |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 38% |
| Females | 35% |
| Males | 43% |
| African American | n/a |
| Asian | 65% |
| Filipino | 63% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 60% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 41% |
| All Students | 24% |
| Females | 18% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 30% |
| Students with disability | 5% |
| Students with no reported disability | 28% |
| English learner | 13% |
| Fluent-English proficient and English only | 26% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 38% |
| Females | 30% |
| Males | 48% |
| African American | 19% |
| Asian | 73% |
| Filipino | 50% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 46% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Migrant education | n/a |
| Gifted and talented | 61% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 45% |
| All Students | 28% |
| Females | 20% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 27% |
| Students with disability | 8% |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 56% |
| Females | 60% |
| Males | 51% |
| African American | 53% |
| Asian | 84% |
| Filipino | 66% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 60% |
| Students with disability | 27% |
| Students with no reported disability | 56% |
| English learner | 8% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 58% |
| All Students | 23% |
| Females | 16% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 19% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | n/a |
| Fluent-English proficient and English only | 24% |
| Migrant education | n/a |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 62% |
| Females | 52% |
| Males | 75% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 62% |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 49% |
| Males | 56% |
| African American | 48% |
| Asian | 78% |
| Filipino | 66% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 57% |
| Students with disability | 27% |
| Students with no reported disability | 53% |
| English learner | 12% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 59% |
| Parent education - declined to state | 54% |
| All Students | 38% |
| Females | 31% |
| Males | 45% |
| African American | 29% |
| Asian | 67% |
| Filipino | 53% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 48% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 48% |
| Students with disability | 10% |
| Students with no reported disability | 39% |
| English learner | 7% |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 42% |
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 | 27% |
| Females | 27% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 27% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| 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) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 21% |
| Females | 14% |
| Males | 26% |
| African American | n/a |
| Asian | 29% |
| Filipino | 18% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 8% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 4% |
| All Students | 59% |
| Females | 59% |
| Males | 60% |
| African American | n/a |
| Asian | 84% |
| Filipino | 75% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 0% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
| All Students | 36% |
| Females | 31% |
| Males | 41% |
| African American | n/a |
| Asian | 61% |
| Filipino | 50% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 56% |
| Males | 71% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 81% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 55% |
| Males | 58% |
| African American | 65% |
| Asian | 79% |
| Filipino | 67% |
| 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) | 73% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 61% |
| Students with disability | 29% |
| Students with no reported disability | 57% |
| English learner | 12% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 64% |
| All Students | 8% |
| Females | 6% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 7% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 3% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 6% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 18% |
| All Students | 44% |
| Females | 40% |
| Males | 49% |
| African American | n/a |
| Asian | 70% |
| Filipino | 42% |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 46% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 13% |
| All Students | 54% |
| Females | 35% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 42% |
| Males | 55% |
| African American | 52% |
| Asian | 71% |
| Filipino | 69% |
| Hispanic or Latino | 40% |
| 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 | 45% |
| Non-economically disadvantaged | 54% |
| Students with disability | 26% |
| Students with no reported disability | 50% |
| English learner | 14% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 47% |
| 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.
636 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
636 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 | 92% |
| Females | 94% |
| Males | 91% |
| African American | 91% |
| Asian | 94% |
| Filipino | 93% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 100% |
| Students with disability | 44% |
| Tested with modifications | n/a |
| English learner | 59% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 92% |
| Females | 93% |
| Males | 91% |
| African American | 91% |
| Asian | 100% |
| Filipino | 93% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 97% |
| Students with disability | 46% |
| Tested with modifications | n/a |
| English learner | 63% |
| 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 | 68% | 49% | ||
| Asian | 11% | 8% | ||
| White | 8% | 28% | ||
| Filipino | 7% | 3% | ||
| African American | 5% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 62% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 77% | 85% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Cantonese | 4% | 2% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Punjabi | 1% | 1% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| 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 | 91% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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| School Leader's name |
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| Special schedule |
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| Fax number |
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| Instructional and/or curriculum models used Don't understand these terms? |
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| Specific academic themes or areas of focus Don't understand these terms? |
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| Specialized programs for specific types of special education students |
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| Boys sports |
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Tips for understanding school culture
| Dress Code |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
1609 East Cameron Avenue
West Covina,
CA 91791
Website: Click here
Phone: (626) 859-2900
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