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GreatSchools Rating

West Covina High School

Public | 9-12 | 2914 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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30 reviews of this school


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Posted October 17, 2012

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.


Posted April 25, 2011

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


Posted May 5, 2010

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


Posted September 15, 2009

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


Posted September 15, 2009

Because we have a great fine arts program, a great student body, marvelous teachers, and tons of school spirit!
—Submitted by a student


Posted August 20, 2009

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


Posted April 30, 2009

A Great-Tastic School, If your thinkingabout sending your child here...Do it
—Submitted by a student


Posted January 30, 2009

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


Posted August 15, 2008

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


Posted May 22, 2008

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


Posted May 21, 2008

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


Posted April 15, 2008

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


Posted March 29, 2008

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


Posted March 26, 2008

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


Posted March 8, 2008

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


Posted January 14, 2008

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


Posted January 12, 2008

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


Posted December 6, 2007

WChigh is very crowded school.they need organization as well as improving the safety & discipline of the school.
—Submitted by a student


Posted November 30, 2007

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


Posted October 11, 2007

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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

783

Change from
2011 to 2012

+10

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

783

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+10

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

6 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

3 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

189 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
16%

2010

 
 
22%

2009

 
 
10%
Algebra II

The state average for Algebra II was 69% in 2012.

62 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
84%

2010

 
 
72%

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

488 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
52%

2010

 
 
49%

2009

 
 
35%
Earth Science

The state average for Earth Science was 39% in 2012.

159 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
10%

2010

 
 
18%

2009

 
 
0%
English Language Arts

The state average for English Language Arts was 57% in 2012.

626 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
56%

2010

 
 
57%

2009

 
 
58%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

81 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
14%

2010

 
 
23%

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

308 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
29%

2010

 
 
38%

2009

 
 
41%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

173 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
14%

2010

 
 
3%

2009

 
 
6%
Algebra II

The state average for Algebra II was 42% in 2012.

233 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
50%

2010

 
 
46%

2009

 
 
44%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

132 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
24%

2010

 
 
32%

2009

 
 
19%
Chemistry

The state average for Chemistry was 51% in 2012.

369 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
32%

2010

 
 
23%

2009

 
 
28%
Earth Science

The state average for Earth Science was 35% in 2012.

127 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
41%

2010

 
 
28%

2009

 
 
9%
English Language Arts

The state average for English Language Arts was 50% in 2012.

606 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
50%

2010

 
 
51%

2009

 
 
50%
Geometry

The state average for Geometry was 17% in 2012.

150 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
16%

2010

 
 
9%

2009

 
 
9%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
62%

2011

 
 
59%

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

599 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
49%

2010

 
 
43%

2009

 
 
41%
World History

The state average for World History was 46% in 2012.

628 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
35%

2010

 
 
36%

2009

 
 
37%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

33 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
2%

2010

 
 
7%

2009

 
 
8%
Algebra II

The state average for Algebra II was 15% in 2012.

216 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
18%

2010

 
 
11%

2009

 
 
11%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

230 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
55%

2010

 
 
59%

2009

 
 
58%
Chemistry

The state average for Chemistry was 34% in 2012.

206 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
42%

2010

 
 
22%

2009

 
 
25%
Earth Science

The state average for Earth Science was 38% in 2012.

79 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
51%

2010

 
 
53%

2009

 
 
48%
English Language Arts

The state average for English Language Arts was 48% in 2012.

696 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
54%

2010

 
 
51%

2009

 
 
50%
Geometry

The state average for Geometry was 9% in 2012.

142 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
10%

2010

 
 
7%

2009

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
44%

2011

 
 
44%

2010

 
 
38%

2009

 
 
40%
Physics

The state average for Physics was 56% in 2012.

56 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
33%

2010

 
 
47%

2009

 
 
42%
U.S. History

The state average for U.S. History was 48% in 2012.

714 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
50%

2010

 
 
51%

2009

 
 
49%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students30%
Females33%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability32%
English learner18%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduate29%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)36%
Parent education - college graduate35%
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Algebra II

All Students86%
Females78%
Males93%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino79%
White (not Hispanic)n/a
Economically disadvantaged88%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)83%
Parent education - college graduate92%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students54%
Females53%
Males55%
African American44%
Asian87%
Filipino71%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged50%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability54%
English learner9%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate55%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)52%
Parent education - college graduate54%
Parent education - graduate school/post graduate73%
Parent education - declined to state60%

Earth Science

All Students14%
Females5%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged17%
Students with disability9%
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)10%
Parent education - college graduate11%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

English Language Arts

All Students56%
Females58%
Males52%
African American73%
Asian83%
Filipino77%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged51%
Non-economically disadvantaged64%
Students with disability27%
Students with no reported disability56%
English learner0%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate67%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)53%
Parent education - college graduate58%
Parent education - graduate school/post graduate75%
Parent education - declined to state52%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Females0%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged5%
Students with disability5%
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Geometry

All Students32%
Females33%
Males31%
African American20%
Asian56%
Filipino38%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged31%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate50%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)27%
Parent education - college graduate33%
Parent education - graduate school/post graduate54%
Parent education - declined to state28%

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students21%
Females18%
Males23%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantaged21%
Students with disability9%
Students with no reported disability22%
English learner15%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)23%
Parent education - college graduate16%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Algebra II

All Students38%
Females35%
Males43%
African Americann/a
Asian65%
Filipino63%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduate58%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)37%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Biology/Life Sciences

All Students24%
Females18%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged30%
Students with disability5%
Students with no reported disability28%
English learner13%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)28%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

Chemistry

All Students38%
Females30%
Males48%
African American19%
Asian73%
Filipino50%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate40%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)36%
Parent education - college graduate45%
Parent education - graduate school/post graduate27%
Parent education - declined to state45%

Earth Science

All Students28%
Females20%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantaged27%
Students with disability8%
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)29%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

English Language Arts

All Students56%
Females60%
Males51%
African American53%
Asian84%
Filipino66%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged53%
Non-economically disadvantaged60%
Students with disability27%
Students with no reported disability56%
English learner8%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate57%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)50%
Parent education - college graduate66%
Parent education - graduate school/post graduate64%
Parent education - declined to state58%

Geometry

All Students23%
Females16%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate20%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)20%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

High School (Summative) Mathematics (Grade 9-11)

All Students62%
Females52%
Males75%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino44%
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantaged62%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students52%
Females49%
Males56%
African American48%
Asian78%
Filipino66%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged50%
Non-economically disadvantaged57%
Students with disability27%
Students with no reported disability53%
English learner12%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate49%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)49%
Parent education - college graduate61%
Parent education - graduate school/post graduate59%
Parent education - declined to state54%

World History

All Students38%
Females31%
Males45%
African American29%
Asian67%
Filipino53%
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)48%
Economically disadvantaged32%
Non-economically disadvantaged48%
Students with disability10%
Students with no reported disability39%
English learner7%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate35%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)34%
Parent education - college graduate46%
Parent education - graduate school/post graduate50%
Parent education - declined to state42%
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students27%
Females27%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students21%
Females14%
Males26%
African Americann/a
Asian29%
Filipino18%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged19%
Non-economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate8%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)28%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

Biology/Life Sciences

All Students59%
Females59%
Males60%
African Americann/a
Asian84%
Filipino75%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged56%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability59%
English learner0%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate57%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)64%
Parent education - college graduate55%
Parent education - graduate school/post graduaten/a
Parent education - declined to state67%

Chemistry

All Students36%
Females31%
Males41%
African Americann/a
Asian61%
Filipino50%
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged37%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate45%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)35%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students62%
Females56%
Males71%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino53%
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate55%
Parent education - high school graduate81%
Parent education - some college (includes AA degree)42%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students56%
Females55%
Males58%
African American65%
Asian79%
Filipino67%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged53%
Non-economically disadvantaged61%
Students with disability29%
Students with no reported disability57%
English learner12%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate59%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)51%
Parent education - college graduate56%
Parent education - graduate school/post graduate63%
Parent education - declined to state64%

Geometry

All Students8%
Females6%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)10%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

High School (Summative) Mathematics (Grade 9-11)

All Students44%
Females40%
Males49%
African Americann/a
Asian70%
Filipino42%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
White (not Hispanic)57%
Economically disadvantaged42%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduate63%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)40%
Parent education - college graduate46%
Parent education - graduate school/post graduate36%
Parent education - declined to state13%

Physics

All Students54%
Females35%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students48%
Females42%
Males55%
African American52%
Asian71%
Filipino69%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged45%
Non-economically disadvantaged54%
Students with disability26%
Students with no reported disability50%
English learner14%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate52%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)50%
Parent education - college graduate48%
Parent education - graduate school/post graduate60%
Parent education - declined to state47%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

636 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
89%

2010

 
 
86%

2009

 
 
88%
Math

The state average for Math was 84% in 2012.

636 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
88%

2010

 
 
82%

2009

 
 
87%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students92%
Females94%
Males91%
African American91%
Asian94%
Filipino93%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged90%
Non-economically disadvantaged95%
Economic Status Unknown100%
Students with disability44%
Tested with modificationsn/a
English learner59%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students92%
Females93%
Males91%
African American91%
Asian100%
Filipino93%
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantaged94%
Economic Status Unknown97%
Students with disability46%
Tested with modificationsn/a
English learner63%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 16%N/A24%
Students eligible for free or reduced-price lunch program 262%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

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%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 27N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 91%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Hearing impairments
  • Orthopedic impairments
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
  • Visual impairments

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • German
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
School leaders can update this information here.

School basics

School start time
  • 7:50 am
School end time
  • 2:46 pm
School Leader's name
  • Alejandro Ruvalcaba
Special schedule
  • Block scheduling
Fax number
  • (626) 859-3950

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Honors track
Specific academic themes or areas of focus

Don't understand these terms?
  • Mathematics
Specialized programs for specific types of special education students
  • Autism
  • Hearing impairments
  • Orthopedic impairments
  • Other health impairments
  • Specific learning disabilities
  • Speech and language impairments
  • Visual impairments
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • German
  • Spanish
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Cheerleading
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Water polo
  • Wrestling
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball
  • Water polo

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Dance
  • Drama
School leaders can update this information here.

School culture

Dress Code
  • Dress code
School leaders can update this information here.

Apply

 

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.

 
Apply now
Notice an inaccuracy? Let us know!

1609 East Cameron Avenue
West Covina, CA 91791
Website: Click here
Phone: (626) 859-2900

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