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Teacher quality
Principal leadership
Parent involvement
We are out of district transfers and have had positive experiences across the board. My son is a sophomore and absolutely loves his new school and the student population. The teachers, office staff, district staff and programs are so much better at Westlake High School/ Conejo Valley. My son is in regular college prep classes, but they are challenging and the teachers are professional and organized. The campus is gorgeous! I'm so happy we were able to transfer to WHS. I simply had no idea just how much we were missing out on while at Cam High. I cannot make a single negative comment.
—Submitted by a parent
Westlake High School needs to remember that children and students are more than a number. They are so concerned with getting the highest scores that if you don't fall in that top 1% either academically or in sports, you simply don't matter. Thousand Oaks High and Newbury Park High are much better choices in the Conejo Valley.
—Submitted by a parent
My son is a senior at WHS. This schools is run by the best set of administrators and teaching staff that is available. The balance of high academic demand by the teaching staff translates into high academic achievement. The counseling staff is second to none. Did it ever dawn on the complainer that Nicole Judd's boss is Ron Lipari. Her performance is in part a recognition of how well she has been trained by Mr. Lipari. For parents who complain, I suggest they become involved with the school as a volunteer.
—Submitted by a parent
I'm giving a three star at the moment only due to the vice principal Nicole Judd providing assistance to the parents. You see the principal Mr. Lipari was more than thirty minutes late attending a parent meeting to push their school. When he finally arrived he did not apologize but instead started his comedy routine which was unentertaining. Parents attended this meeting to receive information and it appears Mr. Lipari's time is more valuable to him than the parents. On the otherhand, Ms. Judd recognized the parents frustrations and provided the details desperately needed. When my student finishes the first year I'll return and reevaluate my rating. At the moment I'm concerned with the disrecpect the parents received from the principal. Hopefully he will realize he is a principal and should do his job with respect instead of attempting a comedy routine.
—Submitted by a parent
Excellent school, beautiful campus, great teachers and front office. We chose this area when we were transferred to L.A. and could not have made a better decision.
—Submitted by a parent
If your child has a 504, this school won't honor it. Try to use a Kindle or iPad on campus, the gear will be confiscated and the student trying to use it punished. Which is cheaper, a $0.99 classic e-book for literature class or a $25 paper copy? The culture is one of privilege and power wins, everyone else too bad. Some of the extra curricular booster clubs have created a two-tier educational system those that have play, those who don't have, may not play. Classism is a major issue and it's swept under the rug officially. It's unfortunate to have a school with such potential wasted.
—Submitted by a parent
This school might seem good to most people, but I think it should be a part of the LVUSD and have different things going on there.
I have had 4 children graduate from Westlake HIgh School. There are tremendous opportunities for everyone at this great school. The teachers are excellent and the parental participation is exceptional. Also, the area where the school is located is great.
—Submitted by a parent
My children were in a local private school which was very expensive and we left because of bullying. Thank goodness we left!!! My children found the work at WHS to be more challenging, the breadth of activities wider, the music program outstanding, the sports program enriching.....can't say enough. We had the most amazing counselor who guided my children into the most amazing universities. WHS is not without its pitfalls but they far surpass what we were getting at Oaks. We are only sorry we wasted all the private school tuition!!!
—Submitted by a parent
'All four of my children attended WHS. The teachers are average. The parking is difficult at best. Unless your child is honors, he/she can fall through the cracks. Sports are all-important here.' Quoted for truth. Only honors kids don't really get any special treatment either. Sports sports sports!
—Submitted by a student
My son has been at Catholic schools since he was in first grade. So the idea of sending him to a public high school was a difficult one. We were prepared to continue his high school in the Catholic school system but my husband and I, being public school kids ourselves, felt like we needed to see what Westlake had to offer. After much research and consideration, we decided to save 4 years of tuition for college and send him to Westlake. I can't tell you what a great experience it's been. Everything review you read is true. You are welcome in the school office with a smile and a willingness to help. Every time I've volunteered at the school, I've seen Principal Lipari interacting with staff, students and parents. The vice principals are also great, great people - very approachable. Just not enough good things to say. We love it!
—Submitted by a parent
This is an awesome school with a lot of teacher/parent partnership and involvement. The teachers give a lot of extra time to insure no one is left behind. The Principal attends many after school activities and is highly visible. My son graduates this next year and I am going to be sad to say goodbye. They have prepared him to attend the best colleges including Stanford, Berkeley, UCLA, etc.
—Submitted by a parent
Its a great place to send your kids. The students find a safe friendly school where the excel. Go WHS!
—Submitted by a parent
All four of my children attended WHS. The teachers are average. The parking is difficult at best. Unless your child is honors, he/she can fall through the cracks. Sports are all-important here.
—Submitted by a parent
All 3 of my children were students at Westlake High. I saw many times the Principal was collecting some trash. The counselors were great over there. Some teachers were really care about writing recommendations for students. They asked for essays, talked and guided my children to the best university after Westlake High. Please pay more attention to the number of students go to great 4 yr universities each year. That shows you how wonderful this school is. Westlake also is one of 400+ Silver Medal Schools (US News & World Report) in the US. It means that Westalke is top 3% of high schools in the nation.
—Submitted by a parent
Westlake is awesome - it's a really good school academically (excepting some of the math teachers) and has great music, arts, and sports programs. The teachers are great and you definately learn LOADS. One of best programs is the advanced anatomy program, known nation-wide. It's pretty cool.
—Submitted by a student
This school is amazing! The teachers are great and most of the students are too! The counslers are wonderful and staff is exceptional, always wanting to help in anyway that they can! The school spirt rocks! GO WARRIORS!
—Submitted by a student
Great AP/honors program...The AP history department is exceptional, the teachers actually like the subject (it shows and is illustrated by the scores). The school has one of only 2 Advanced anatomy programs--countrywide. standardized test scores soar above the surrounding schools.
—Submitted by a student
Westlake High is exceptional if your child is capable of being in the Honors and AP classes. These classes tend to be more organized and have the better teachers. The college prep track leaves a lot to be desired. Many of the teachers do not even respond to your e-mail if you have a question or concern. The school however, offers a wealth of extracurricular activities and the counselors are wonderful.
—Submitted by a parent
I question the abilities of some of the teachers. I think the parents should be kept more up to date of their children's grades. Campus is beautiful and extremely clean. Administration is good, and at times very helpful. Overall with a limited amount of choices in this area, I would give the school an 80% out of 100.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
579 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
585 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
363 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
281 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
40 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
341 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
162 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
547 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
16 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
547 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
541 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
18 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
116 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
13 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
575 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
318 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
565 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 36% |
| Females | 31% |
| Males | 40% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 39% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 36% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 44% |
| Parent education - declined to state | 40% |
| All Students | 94% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 78% |
| African American | 56% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 82% |
| Students with disability | 20% |
| Students with no reported disability | 84% |
| English learner | 13% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 78% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 85% |
| Males | 85% |
| African American | 78% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 89% |
| Students with disability | 27% |
| Students with no reported disability | 88% |
| English learner | 6% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 83% |
| All Students | 16% |
| Females | 20% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 13% |
| Non-economically disadvantaged | 18% |
| Students with disability | 10% |
| Students with no reported disability | 23% |
| English learner | 0% |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | 75% |
| Females | 70% |
| Males | 79% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 73% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 8% |
| Females | 6% |
| Males | 9% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 7% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 9% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| All Students | 66% |
| Females | 60% |
| Males | 72% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 70% |
| All Students | 51% |
| Females | 47% |
| Males | 52% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 74% |
| Males | 89% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 84% |
| All Students | 71% |
| Females | 58% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 72% |
| Students with disability | 50% |
| Students with no reported disability | 76% |
| English learner | 44% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 68% |
| All Students | 83% |
| Females | 85% |
| Males | 81% |
| African American | 65% |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 86% |
| Students with disability | 43% |
| Students with no reported disability | 85% |
| English learner | 12% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 86% |
| All Students | 22% |
| Females | 15% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 24% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 23% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 29% |
| Parent education - declined to state | 17% |
| All Students | 88% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 71% |
| Males | 78% |
| African American | 50% |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 79% |
| Students with disability | 34% |
| Students with no reported disability | 78% |
| English learner | 10% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 77% |
| All Students | 78% |
| Females | 69% |
| Males | 86% |
| African American | 80% |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 81% |
| Students with disability | 46% |
| Students with no reported disability | 81% |
| English learner | 19% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 79% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 0% |
| Females | 0% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 15% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 6% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 31% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 24% |
| Parent education - graduate school/post graduate | 13% |
| Parent education - declined to state | 14% |
| All Students | 97% |
| Females | 96% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 98% |
| All Students | 45% |
| Females | 38% |
| Males | 51% |
| African American | n/a |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 35% |
| All Students | 53% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 80% |
| Males | 78% |
| African American | 64% |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 82% |
| Students with disability | 25% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 81% |
| All Students | 13% |
| Females | 0% |
| Males | 22% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 5% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 9% |
| Students with disability | n/a |
| Students with no reported disability | 14% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 14% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
| All Students | 70% |
| Females | 60% |
| Males | 78% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 65% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 69% |
| All Students | 95% |
| Females | 93% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 100% |
| All Students | 78% |
| Females | 73% |
| Males | 82% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 80% |
| Students with disability | 40% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 79% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
567 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
569 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 95% |
| Males | 94% |
| African American | 100% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 97% |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 33% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 93% |
| Females | 91% |
| Males | 95% |
| African American | 94% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 97% |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 50% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 70% | 28% | ||
| Hispanic or Latino | 14% | 49% | ||
| Asian | 11% | 8% | ||
| African American | 2% | 7% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Filipino | 1% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 9% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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100 North Lakeview Canyon Road
Westlake Village,
CA 91362
Phone: (805) 497-6711
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