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GreatSchools Rating

West Covina High School

Public | 9-12 | 2914 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

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31 reviews of this school


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Posted September 8, 2013

School is really on top of intervention and security. This translates into a controlled learning environment that benefits both students, parents and faculity
—Submitted by a parent


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


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 2013.

This school's
API score

785

Change from
2012 to 2013

0

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

4 / 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 did not meet its schoolwide API target for 2013.
  • 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 did not meet all student subgroup API targets for 2013

This school's
API score

785

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
2012 to 2013

0

Change from 2012 to 2013
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
(2012)

7 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
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 2013.

153 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
30%

2011

 
 
16%

2010

 
 
22%
Algebra II

The state average for Algebra II was 65% in 2013.

62 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
86%

2011

 
 
84%

2010

 
 
72%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

473 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
54%

2011

 
 
52%

2010

 
 
49%
Earth Science

The state average for Earth Science was 38% in 2013.

124 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
14%

2011

 
 
10%

2010

 
 
18%
English Language Arts

The state average for English Language Arts was 62% in 2013.

599 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
56%

2011

 
 
56%

2010

 
 
57%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

69 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
5%

2011

 
 
14%

2010

 
 
23%
Geometry

The state average for Geometry was 45% in 2013.

332 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
32%

2011

 
 
29%

2010

 
 
38%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

141 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
21%

2011

 
 
14%

2010

 
 
3%
Algebra II

The state average for Algebra II was 39% in 2013.

231 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
38%

2011

 
 
50%

2010

 
 
46%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

141 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
24%

2011

 
 
24%

2010

 
 
32%
Chemistry

The state average for Chemistry was 46% in 2013.

387 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
38%

2011

 
 
32%

2010

 
 
23%
Earth Science

The state average for Earth Science was 35% in 2013.

107 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
28%

2011

 
 
41%

2010

 
 
28%
English Language Arts

The state average for English Language Arts was 52% in 2013.

623 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
56%

2011

 
 
50%

2010

 
 
51%
Geometry

The state average for Geometry was 15% in 2013.

179 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
23%

2011

 
 
16%

2010

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

66 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
62%

2011

 
 
59%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

620 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
52%

2011

 
 
49%

2010

 
 
43%
World History

The state average for World History was 46% in 2013.

639 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
38%

2011

 
 
35%

2010

 
 
36%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

46 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
27%

2011

 
 
2%

2010

 
 
7%
Algebra II

The state average for Algebra II was 15% in 2013.

141 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
21%

2011

 
 
18%

2010

 
 
11%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

129 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
59%

2011

 
 
55%

2010

 
 
59%
Chemistry

The state average for Chemistry was 32% in 2013.

106 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
36%

2011

 
 
42%

2010

 
 
22%
Earth Science

The state average for Earth Science was 37% in 2013.

245 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
62%

2011

 
 
51%

2010

 
 
53%
English Language Arts

The state average for English Language Arts was 48% in 2013.

530 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
56%

2011

 
 
54%

2010

 
 
51%
Geometry

The state average for Geometry was 8% in 2013.

100 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
8%

2011

 
 
10%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

214 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
44%

2011

 
 
44%

2010

 
 
38%
Physics

The state average for Physics was 58% in 2013.

29 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
54%

2011

 
 
33%

2010

 
 
47%
U.S. History

The state average for U.S. History was 50% in 2013.

558 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
48%

2011

 
 
50%

2010

 
 
51%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students29%
Females24%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability30%
English learner27%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students71%
Females76%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students50%
Females49%
Males52%
African American71%
Asian82%
Filipino70%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged47%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability51%
English learner0%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate43%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)44%
Parent education - college graduate64%
Parent education - graduate school/post graduate70%
Parent education - declined to state66%

Earth Science

All Students14%
Females6%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
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 disadvantaged18%
Students with disability4%
Students with no reported disability16%
English learner0%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate12%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)20%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

English Language Arts

All Students64%
Females66%
Males61%
African American61%
Asian81%
Filipino77%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged60%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability64%
English learner4%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate62%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)60%
Parent education - college graduate70%
Parent education - graduate school/post graduate85%
Parent education - declined to state66%

General Mathematics (Grades 6 & 7 Standards)

All Students6%
Females0%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only7%
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)12%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students29%
Females27%
Males32%
African Americann/a
Asian50%
Filipino67%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged29%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate19%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)27%
Parent education - college graduate34%
Parent education - graduate school/post graduate38%
Parent education - declined to state41%

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other 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

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other 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

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other 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 2012-2013 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.

Source: California Department of Education

Algebra I

All Students16%
Females18%
Males14%
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 disadvantaged15%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability15%
English learner6%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students40%
Females45%
Males34%
African Americann/a
Asian56%
Filipino50%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate63%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)29%
Parent education - college graduate38%
Parent education - graduate school/post graduate77%
Parent education - declined to state38%

Biology/Life Sciences

All Students16%
Females12%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged17%
Students with disability10%
Students with no reported disability18%
English learner16%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)6%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Chemistry

All Students36%
Females33%
Males41%
African Americann/a
Asian69%
Filipino41%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)43%
Economically disadvantaged35%
Non-economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduate42%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)29%
Parent education - college graduate48%
Parent education - graduate school/post graduate45%
Parent education - declined to state44%

Earth Science

All Students32%
Females28%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)32%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students55%
Females58%
Males51%
African American70%
Asian84%
Filipino77%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged50%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability56%
English learner6%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate57%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)55%
Parent education - college graduate68%
Parent education - graduate school/post graduate72%
Parent education - declined to state53%

Geometry

All Students12%
Females11%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged11%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talented25%
Parent education - not a high school graduate13%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)15%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to state12%

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

All Students80%
Females71%
Males91%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)74%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students54%
Females50%
Males58%
African American65%
Asian83%
Filipino69%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged48%
Non-economically disadvantaged66%
Students with disability33%
Students with no reported disability54%
English learner14%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate57%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)51%
Parent education - college graduate68%
Parent education - graduate school/post graduate69%
Parent education - declined to state50%

World History

All Students39%
Females33%
Males45%
African American36%
Asian68%
Filipino60%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged35%
Non-economically disadvantaged48%
Students with disability12%
Students with no reported disability40%
English learner6%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate33%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)38%
Parent education - college graduate40%
Parent education - graduate school/post graduate66%
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students22%
Females29%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only22%
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)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students18%
Females12%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged18%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented25%
Parent education - not a high school graduate21%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)20%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Biology/Life Sciences

All Students54%
Females47%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate58%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)49%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

Chemistry

All Students40%
Females42%
Males38%
African Americann/a
Asian79%
Filipino36%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate33%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)41%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

Earth Science

All Students44%
Females36%
Males53%
African Americann/a
Asian78%
Filipino46%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantaged40%
Non-economically disadvantaged53%
Students with disability11%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate32%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)44%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

English Language Arts

All Students57%
Females59%
Males54%
African American54%
Asian76%
Filipino66%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged51%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability58%
English learner8%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate54%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)56%
Parent education - college graduate69%
Parent education - graduate school/post graduate61%
Parent education - declined to state64%

Geometry

All Students12%
Females11%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate10%
Parent education - some college (includes AA degree)19%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

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

All Students40%
Females36%
Males47%
African Americann/a
Asian66%
Filipino53%
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduate46%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)37%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Physics

All Students66%
Femalesn/a
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only68%
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)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students54%
Females48%
Males59%
African American42%
Asian76%
Filipino64%
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged49%
Non-economically disadvantaged63%
Students with disability16%
Students with no reported disability56%
English learner20%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate44%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)51%
Parent education - college graduate59%
Parent education - graduate school/post graduate52%
Parent education - declined to state65%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other 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 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

650 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%

2011

 
 
89%

2010

 
 
86%
Math

The state average for Math was 84% in 2013.

648 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%

2011

 
 
88%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students91%
Females94%
Males88%
Gender Unknownn/a
African American86%
Asian99%
Filipino97%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged89%
Non-economically disadvantaged97%
Economic Status Unknown94%
Students with disability13%
Tested with modificationsn/a
English learner53%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students91%
Females94%
Males88%
Gender Unknownn/a
African American82%
Asian100%
Filipino100%
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged89%
Non-economically disadvantaged96%
Economic Status Unknown94%
Students with disability14%
Tested with modificationsn/a
English learner58%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 72% 51%
Asian 16% 11%
White 7% 27%
Black 4% 7%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 58%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

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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.

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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.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

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.

 
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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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