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GreatSchools Rating

River City High School

Public | 7-12 | 1891 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

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40 reviews of this school


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Posted January 30, 2014

I am a proud alumni of River City. Proud Raider. I like the programs that were offered at River City when I attend the school. I remembered the quality of education that I got from all of my honors and AP classes- I will always remember Mrs. Conolly- great French teacher, and best Tennis Coach Brooks. The lessons that I've learn from these teachers are teamwork and hardwork, positive attitude and problem solver. At the time, I didn't realize how these little lesson will help me and now I am proud to say they have made a difference in my life. Their compassion and dedication to their students are way beyond any teachers that have ever ecounter- even now as I am working in various school districts. They are truly Teacher/Coach of the century.


Posted January 17, 2014

This is the worst school the kids are so disrespectful and unsportsmanlike it's a shame that schools have to be like this! It's disgusting how people act & patents need to step up as well as the coaches & teachers! If I was a student I would be ashamed to call this my school! No class & no respect for peers!
—Submitted by a parent


Posted May 15, 2013

I am a senior at River City and I think overall it's a great school. Some people say there are fights, gangs, drugs, fires but honestly thats all just blown out of proportion. Yes, there is an occasional fight. But try and find a single school that has never encountered a fight or other student drama. As for "gangs", there is no gangs. The staff or parents, whoever is saying there is a gang problem is being simply ridiculous because I know pretty much almost every student there and no one poses the slightest threat of "gang violence" NO ONE AT RC IS INVOLVED IN A GANG. It's West Sacramento, not Compton. River City is a great, safe environment, with a ridiculous amount of security patrolling every bit of our beautiful campus, that we aren't even permitted to leave during lunch, which sucks, but like, over all it's a wonderful school, with amazing teachers and staff who do the most to help you get through your four years, they always keep you on trakh to graduate and do everything in their power to aid you in any way. Most of the students are great, and the curriculum is well-rounded and I believe that attending River City can actually get you somewhere in life. (: -student


Posted February 21, 2013

I am a parent of Two student at RCHS. I would NEVER RECOMMEND This school to anyone. They dod not have it together at all. Kids are disrespectful, parents of kids don't parent, teachers "MOST" don't follow through. I have a student with a disability and getting everyone on the same page "thier own created plan" DOES NOT HAPPEN. I think the majoraty of the staff are idiots and do not care for the future of our children. MRS GRISAFFI on the other hand is amazing! The students like her, parents like her as far as I am concerned she should be running things. They did get one new VP this year that seems to try.....Sad thing is....I do not know how this school will manage to keep ahold of any good teachers. I thank Mrs Grisaffi for being a saint every day I see her!!!
—Submitted by a parent


Posted September 25, 2012

This school is amazing! It offers a variety of different classes and sports. RCHS offers a great, clean, campus with security. I don't know why people say there are a lot of fights because there isn't.


Posted March 11, 2012

I really like this school. Yes, there are bad kids but thats normal. I believe that if everyone tries we can make this school much better for the years ahead.


Posted August 17, 2011

It's honestly not that bad of a school. It's a little rough around the edges, but that's normal. There will always be some bad kids here and there but you can't judge the entire school on that just because they stand out more. The "gang" activity is kids wearing the color red, big deal. Red is a nice looking color. There's this blanket of misinformation where the whole administrative and parental systems thinks there's some huge gang threat but there isn't. It's not gangs so much as it is races, and we live in a diverse area so you really just have to deal with it. The education system isn't bad either. If you ask around, you know which teachers will do the best job for each subject and all the counselors would love to help you get there and are very understanding when it comes to schedule changes. I take all AP and honors classes and I've yet to see any fatal flaws with the system in place. I just wish that admin would focus less on "gangs" (because there aren't any real gangs, just posers, and even they are pretty jovial and nice) and try to sand out the problems we do have, like getting more kids motivated. The image is blown out of proportion. It's really not a bad school.


Posted June 8, 2011

Terrible school. Especialy the math department, they really need to figure something out because more than half of all the math students are literaly failing. Come into the school and ask them for the math score statistics for the past few years, you will understand what I am talking about. Teachers overall do not care about educating you nor you succeeding, seems like they care only to finish thier shift and head home. Administration looks only after "gang" activity (of which there isnt as much) and violence rather than education.
—Submitted by a student


Posted September 20, 2010

The school is new and big and pretty. Unfortunately the problem is the "bad students". Parents that don't care lead by example. Children think "they aren't wearing the gang colors" but that doesn't stop them from wearing a red belt that dangles. There is too much gang activity. Drugs. Alcohol. The school needs to be more aware of these kids. Then, some of the bad ones go to Yolo if they can't hang with River city. If they can't make it at Yolo, they go back to RC> Administration is too concerned with lack of funding rather than the kids.
—Submitted by a parent


Posted November 3, 2009

I loved it going there as a teen. Now my kids go there. It's a great school now and it was back then when I went.
—Submitted by a parent


Posted October 6, 2009

It is just a great school. Enjoy working there
—Submitted by a parent


Posted October 5, 2009

The staff here is awesome! We have a great, brand new campus with lots of cool equipment.
—Submitted by a teacher


Posted October 5, 2009

Great students and dedicated staff!
—Submitted by a teacher


Posted October 5, 2009

I work for WUSD but also work at the site RCH and I enjoy every time I go work at this site. The staff are great and the teachers have been good role model for my son that attends RCH.
—Submitted by a parent


Posted October 5, 2009

Wonderful students and staff!!! Go Raiders!!!


Posted October 5, 2009

River City (RC) is a wonderful place to be and teach.OuRCity is built on the pride of blue and gold. We Celebrate Diversity. Improve Daily. Train For Excellence. You are expected to give your best everyday.
—Submitted by a teacher


Posted September 7, 2009

I think that river city is a very well rounded educational school with many oppertunities for students to thrive.
—Submitted by a student


Posted June 2, 2009

I am a student at river city and I can honestly say i cant stand this school. Just having a new building to be in doesnt change the people who go there. Im glad its the end of the year and i never have to come back. Some of the teachers here dont care about the students, they just care about their jobs. If i had the money to go to a different school I would have.
—Submitted by a student


Posted May 22, 2009

My daughter goes to River City she transferred from another school just this year, and I have seen a big difference in her grades and attitude and its all for the better. Some parents say that this school is bad ... You have not seen bad Try having you child in one of the other surrounding schools and than you will see bad teachers and kids.!!!!
—Submitted by a parent


Posted May 21, 2009

My son goes to the new high school. I was hoping at the new school things would improve, but they did not. There is so much stealing, fighting and trouble going on at the school. I graduated in 87 from RC and it has gone down hill ever since. There seems to be a lack of leadership and discipline. Toilets are being set on fire and even a bomb scare.
—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

730

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

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 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

730

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

-9

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)

4 / 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)

3 / 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 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Math

The state average for Math was 52% 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 50% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% 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 25% in 2013.

217 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
12%

2011

 
 
21%

2010

 
 
20%
Algebra II

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

13 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

348 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
60%

2011

 
 
66%

2010

 
 
66%
Earth Science

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

100 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
26%

2011

 
 
25%

2010

 
 
30%
English Language Arts

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

530 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
49%

2011

 
 
53%

2010

 
 
52%
General Mathematics (Grades 6 & 7 Standards)

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

58 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
9%

2011

 
 
13%

2010

 
 
8%
Geometry

The state average for Geometry was 45% in 2013.

227 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
30%

2011

 
 
36%

2010

 
 
31%
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

 
 
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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.

130 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
12%

2011

 
 
10%

2010

 
 
11%
Algebra II

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

210 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
23%

2011

 
 
31%

2010

 
 
35%
Biology/Life Sciences

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

246 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
34%

2011

 
 
36%

2010

 
 
41%
Chemistry

The state average for Chemistry was 46% in 2013.

202 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
34%

2011

 
 
37%

2010

 
 
23%
Earth Science

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

17 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
40%

2011

 
 
14%

2010

 
 
17%
English Language Arts

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

524 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
45%

2011

 
 
39%

2010

 
 
40%
Geometry

The state average for Geometry was 15% in 2013.

146 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
6%

2011

 
 
12%

2010

 
 
10%
High School (Summative) Mathematics (Grade 9-11)

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

19 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
35%

2011

 
 
52%

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

519 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
49%

2011

 
 
46%

2010

 
 
48%
World History

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

513 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
47%

2011

 
 
49%

2010

 
 
41%
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.

29 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
13%

2011

 
 
0%

2010

 
 
12%
Algebra II

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

149 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
11%

2011

 
 
5%

2010

 
 
10%
Biology/Life Sciences

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

108 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
30%

2011

 
 
14%

2010

 
 
30%
Chemistry

The state average for Chemistry was 32% in 2013.

148 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
16%

2011

 
 
21%

2010

 
 
5%
Earth Science

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

11 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
19%

2011

 
 
35%

2010

 
 
0%
English Language Arts

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

452 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
37%

2011

 
 
39%

2010

 
 
39%
Geometry

The state average for Geometry was 8% in 2013.

118 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
4%

2011

 
 
5%

2010

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

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

128 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
27%

2011

 
 
36%

2010

 
 
42%
Physics

The state average for Physics was 58% in 2013.

57 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
34%

2011

 
 
51%

2010

 
 
n/a
U.S. History

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

451 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
48%

2011

 
 
50%

2010

 
 
41%
World History

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

12 students were tested at this school in 2013.

2013

 
 
14%

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 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

English Language Arts

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Filipinon/a
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American Indian or Alaska Nativen/a
Native Hawaiiann/a
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Samoann/a
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Economically disadvantagedn/a
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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

Math

All Studentsn/a
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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 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

English Language Arts

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

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
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Filipinon/a
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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

Geometry

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

History - Social Science Grade 8 Cumulative

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

Science

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 Students10%
Females9%
Males12%
African American23%
Asian8%
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)9%
Economically disadvantaged8%
Non-economically disadvantaged15%
Students with disability0%
Students with no reported disability11%
English learner0%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talented25%
Parent education - not a high school graduate13%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)12%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students61%
Femalesn/a
Males55%
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 disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented58%
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

Biology/Life Sciences

All Students51%
Females49%
Males54%
African American37%
Asian39%
Filipino75%
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged43%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate32%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)63%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students16%
Females5%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged12%
Non-economically disadvantaged30%
Students with disability0%
Students with no reported disability18%
English learner8%
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students58%
Females61%
Males56%
African American48%
Asian78%
Filipino71%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged50%
Non-economically disadvantaged73%
Students with disability12%
Students with no reported disability62%
English learner2%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate45%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)69%
Parent education - college graduate75%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students2%
Females0%
Males3%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate3%
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

Geometry

All Students21%
Females15%
Males26%
African American13%
Asian26%
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged20%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented37%
Parent education - not a high school graduate10%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)26%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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 Students8%
Females7%
Males10%
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)5%
Economically disadvantaged8%
Non-economically disadvantaged10%
Students with disability0%
Students with no reported disability10%
English learner0%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)6%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students11%
Females10%
Males13%
African American17%
Asian41%
Filipino14%
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)4%
Economically disadvantaged7%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented14%
Parent education - not a high school graduate5%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)9%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students22%
Females24%
Males20%
African American36%
Asian27%
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)28%
Economically disadvantaged17%
Non-economically disadvantaged36%
Students with disability15%
Students with no reported disability23%
English learner5%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate11%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)28%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students17%
Females16%
Males19%
African Americann/a
Asian25%
Filipino25%
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)23%
Economically disadvantaged12%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduate5%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)28%
Parent education - college graduate21%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students12%
Femalesn/a
Males0%
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 disadvantaged7%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only14%
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

English Language Arts

All Students42%
Females50%
Males35%
African American43%
Asian57%
Filipino55%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged35%
Non-economically disadvantaged58%
Students with disability3%
Students with no reported disability45%
English learner6%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate26%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)52%
Parent education - college graduate66%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Geometry

All Students3%
Females3%
Males3%
African Americann/a
Asian0%
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)5%
Economically disadvantaged1%
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability3%
English learner6%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)5%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students58%
Femalesn/a
Males64%
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)62%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented73%
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

Science

All Students48%
Females50%
Males46%
African American57%
Asian53%
Filipino60%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged39%
Non-economically disadvantaged67%
Students with disability10%
Students with no reported disability51%
English learner7%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate29%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)59%
Parent education - college graduate70%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

World History

All Students50%
Females46%
Males53%
African American59%
Asian65%
Filipino70%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantaged41%
Non-economically disadvantaged65%
Students with disability9%
Students with no reported disability52%
English learner11%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate31%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)55%
Parent education - college graduate69%
Parent education - graduate school/post graduate71%
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 Students10%
Females13%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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

Algebra II

All Students3%
Females1%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged4%
Non-economically disadvantaged2%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talented4%
Parent education - not a high school graduate4%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)4%
Parent education - college graduate3%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students31%
Females42%
Males21%
African American15%
Asian64%
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged25%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate17%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)47%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students6%
Females5%
Males7%
African Americann/a
Asian7%
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged5%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talented0%
Parent education - not a high school graduate3%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)7%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students36%
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

English Language Arts

All Students42%
Females51%
Males33%
African American23%
Asian64%
Filipino47%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged37%
Non-economically disadvantaged52%
Students with disability0%
Students with no reported disability45%
English learner3%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate31%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)40%
Parent education - college graduate58%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Geometry

All Students4%
Females7%
Males3%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantaged2%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)9%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students25%
Females23%
Males27%
African Americann/a
Asian31%
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)27%
Economically disadvantaged17%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented35%
Parent education - not a high school graduate6%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)28%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students51%
Females46%
Males55%
African Americann/a
Asian53%
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)64%
Economically disadvantaged43%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)58%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students47%
Females47%
Males48%
African American33%
Asian62%
Filipino59%
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged41%
Non-economically disadvantaged58%
Students with disability4%
Students with no reported disability50%
English learner3%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate37%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)48%
Parent education - college graduate67%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

World History

All Students14%
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 only17%
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.

511 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
82%

2011

 
 
84%

2010

 
 
79%
Math

The state average for Math was 84% in 2013.

503 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%

2011

 
 
82%

2010

 
 
83%
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 Students84%
Females88%
Males81%
Gender Unknownn/a
African American79%
Asian84%
Filipino86%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Declined to state79%
Economically disadvantaged81%
Non-economically disadvantaged90%
Economic Status Unknown94%
Students with disability26%
Tested with modifications0%
English learner40%
Language Fluency Unknown94%
Migrant educationn/a

Math

All Students85%
Females85%
Males84%
Gender Unknownn/a
African American77%
Asian92%
Filipino95%
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Declined to state81%
Economically disadvantaged82%
Non-economically disadvantaged91%
Economic Status Unknown76%
Students with disability18%
Tested with modifications0%
English learner50%
Language Fluency Unknown82%
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 39% 51%
White 36% 27%
Asian 14% 11%
Black 8% 7%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Two or more races 1% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 65%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Dance teacher(s)
ELL/ESL Coordinator
Gardening teacher(s)
Gifted specialist(s)
Librarian/media specialist(s)
Math specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Poetry/Creative writing teacher(s)
Robotics/Technology specialist(s)
School psychologist
School social worker/counselors(s)
Security personnel
Special education coordinator
Teacher aid/assistant teacher
Tutor(s)
Read more about programs at this school
Source: Provided by school community.

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Special education / special needs

Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Gardening teacher(s)
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Access to farm or natural area
  • Computer lab
  • Garden/Greenhouse
  • Science lab

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Jazz band
  • Orchestra
  • Theory
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Improv
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Russian
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Gardening teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Multi-purpose room ("cafegymatorium")
  • Swimming pool

Gifted & talented

Staff resources available to students
  • Gifted specialist(s)
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Katie Nemer
Fax number
  • (916) 375-7809

Programs

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

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Gardening teacher(s)
  • Gifted specialist(s)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Security personnel
  • Special education coordinator
  • Teacher aid/assistant teacher
  • Tutor(s)
Transportation options
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Art room
  • Cafeteria
  • College/career center
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Science lab
  • Swimming pool
Note: Data provided by community members,
needs to be verified by school leaders.

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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
  • Wrestling

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Jazz band
  • Orchestra
  • Theory
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Improv
Media arts
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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School culture

Parent involvement
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
Note: Data provided by community members,
needs to be verified by school leaders.

Apply

To learn more about enrolling, please call the school.
 

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.

 
Notice an inaccuracy? Let us know!

1 Raider Ln.
West Sacramento, CA 95691
Phone: (916) 375-7800

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