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GreatSchools Rating

Temecula Preparatory School

Charter | K-12 | 1050 students

Our school is best known for high performance!

 

Living in Winchester

Situated in a suburban neighborhood. The median home value is $225,000. The average monthly rent for a 2 bedroom apartment is $1,100.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 13 ratings
2012:
Based on 4 ratings
2011:
Based on 21 ratings

Teacher quality

Principal leadership

Parent involvement

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356 reviews of this school


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Posted January 27, 2014

My son is in 2nd grade and he loves his teacher and school! This year he has already learned about Middle Eastern, Chinese, French, and Viking history. TPS offers a free drama program after school that he is participating in too. Recently the school added a new science project with rainbow trout that has captured his attention and piqued his interest in science! It's a GREAT school!
—Submitted by a parent


Posted November 30, 2013

TPS HAS changed. My middle/high school kids see it and we do too. I've asked some of our teachers why they all seem so stressed/tense, why the high turnover, teachers leaving abruptly, being fired, but most won't discuss it. A few did. The board and headmaster are trying to build more schools based on TPS and teachers are working ungodly hours to provide curriculum, in addition to their regular work. TPS has wonderful teachers who sound like they work in a sweat shop fearful of being fired if they say anything! TPS students should be the priority, not students at a school that doesn t exist yet. I've asked about our concerns at meetings and was told they are building new schools and this is required. The quality of the academics and rigor is also dropping. Most of my kids' tests are being changed to multiple choice and fill in. This is not classical or rigorous! Even if they take Common Core tests online, the other tests should keep TPS standards. And sadly, my kids tell us the dress code is not enforced because of fear of lawsuits. Didn't we all sign a contract saying we would follow it? Stress, tension, fear, dumbing down? Please, bring back the school we love so much!!
—Submitted by a parent


Posted November 18, 2013

My son graduated from Temecula Prep on May 31st, 2013. His Senior year he faced constant obstacles thrown at him by the staff of Temecula Preparatory School. The disciplinary team at the school targets students by who they hang out with. This school is sexist towards males and constantly makes up different rules to get people into trouble. For example if a boy did something to get in trouble he would get detention for 3 days and more than likely a suspension, but if a girl were to do something they would either get off with one detention or no punishment at all.
—Submitted by a parent


Posted October 28, 2013

As a 10+ year TPS "veteran", I also feel well-positioned to speak about the organization as a whole as well as the teaching staff and the changes that are inevitable in a small school. The school leaders have no control over what teachers decide to stay home with their new babies, or what teachers move out of the area because of jobs their spouses have taken, or what teachers resign for personal reasons, but they do have control over moving teachers out who aren't the best fit for the school. I support each of those changes and am happy that our kids aren't forced to have a teacher who no longer truly cares about teaching, but is just there for "a job". The TPS teachers and admin are the hardest working group of individuals one can hope to have and belittling such a great program with anonymous falsehoods is cowardly and just mean. A better use of that passion would be to support your kids' school AND principal. If you have a concern, go talk to that person. I'm sure you will find the experience to be a positive one. Over a thousand kids are driven to the edge of the district each day to learn that it's what INSIDE that counts. Let's show them that we are worth their trust.
—Submitted by a parent


Posted October 28, 2013

I am also a parent of two students and a friend to many of the teachers and staff at TPS. I'm not sure what metrics the prior comment is based on, but clearly TPS is not " on a rapid downward spiral". The school is transitioning in a new principal,and anyone who has been a part of any organization during a transition will recognize that change can be a little bit uncomfortable at times. To personally attack the principal and make anonymous and unsubstantiated claims is reprehensible and a bit counter productive. If I were truly concerned about the leadership at the school I would arrange a meeting with the person in question or at least write a letter addressing my concerns, not rant anonymously online. The Executive Director visits the campus frequently, has weekly meetings with staff on campus and daily interactions with them via phone and email so I'm not sure how he could be accused of ignoring the campus. It's also a bit cynical to insinuate some diabolical plot to build a "charter school empire". There is a demand in the area resulting in a waiting list of 1800 students for TPS - how it could be construed negatively that TPS is trying to share the program with more students?
—Submitted by a parent


Posted October 25, 2013

I used to love coming on campus when the headmaster was around more, but I don't get the same sense of welcoming from the new principal, my children also say she isn't very friendly. The teachers don't seem to be as happy either, and several have left, which is terrible because the teachers at TPS are really what makes that place so special. All of my children feel loved by their teachers, so I hope they do whatever they can to keep the good teachers. I can't believe they got rid of the lower school French program, that was one huge bonus to sending our kids there, and now they only offer it at the high school level, and the French teacher left. My daughter has already had two French teachers, two PE teachers and now two English teachers this year. Like I said, I don't know what's going on, but I hope they fix whatever it is so we don't lose more good teachers.
—Submitted by a parent


Posted August 16, 2013

Both my boys attend TPS.....excellent academic traditional classic education.......core value, integrity, honor & virtues. Wow, what an educational program. Small graduating classes with a controlled educational setting. Sports programs are outstanding. Same site from K through 12 provides students with a solid foundation.
—Submitted by a parent


Posted August 3, 2013

My post keeps getting deleted and do not know why, I hope this one stays on here. I have had children in this school for years, we have had a mixed experiences. My High school student just graduated this year. I have seen it change in good ways and in bad. There are problems here just like all other schools, there is no perfect school. In the past few years there have been problems with teachers not helping when students don't understand something. I have had my child bullied, teased and singled out by a student with nothing done. This school prides itself of Virtues but there are some children and families that do not even respect much less uphold any of the Virtues. The education is wonderful it is back to the classic form of education and the uniforms are a plus. There are great children and families at this school and it is not for everyone. The simple truth is I have a bad taste because, when I am told by the school "Everyone is family here" "We will help anyway we can" but then get no help at all when a problem arises, that is just wrong. There are things that need to be changed here just like any other school. If you go here just keep your eyes and ears open.
—Submitted by a parent


Posted August 2, 2013

My daughter attends Temecula Prep and truly loves everything about it, she is entering 4th grade this coming school year. As a parent my husband and I are very happy with the classic education, teachers, staff and of course the uniforms are a plus. However if your not prepared for a rigorous work load in school and at home this may not be the school for your child.
—Submitted by a parent


Posted June 15, 2013

My children attend this school and its amazing! Plea note that it's not for everyone. It's tough, and yes, there is a lot of homework. Most of the negative comments were posted in 2011 and staff and admin has changed.
—Submitted by a parent


Posted May 19, 2013

I attend Temecula Prep and will graduate in 2014. I can't find words to explain how grateful I am to be at this school. I have heard people that have left the school say how easy a regular school is. I love my school, I may not get the social experience, and I am not good at sports so this school really does fit me. I love learning and I love the relationship I have with my teachers. Many people may complain about the teachers etc, but the staff at TPS is always asking how we feel about the teachers and if we believe it is hard enough for us. Unless a child has recently came to TPS this year you would understand all the changes staff has made for TPS. At least the school cares, we are not a number at a high school, we are people that almost everyone at the school has seen, talked to, or know on a personal level. I'm in school for the long run, and I feel I'm heading down the right path. I may complain every once in awhile, sometimes more than others, but at the end of the day I am happy to call it my school.


Posted May 9, 2013

My child attends TPS, and we like the rigorous curriculum and classic education. They are very strict with dress code, and enforce the rules. The school provides a safe environment for my child, and I have peace of mind when I am at work. At the beginning of the school year, parents and students sign a "compact" which is a document that spells out the rules, regulations, dress code, etc. By signing the compact we agree to abide by the rules. Another thing I like is that most volunteer activities require that parents be "cleared" which means they must be fingerprinted, and fingerprints checked by DOJ, and FBI. This is a wonderful school with outstanding teachers and administrators, and summer camp will be open to the public. Do not take my word for it; come see for yourself what a great school this is. Note: I do not work for the school. I am just a parent who feels fortunate to have a child at TPS.
—Submitted by a parent


Posted April 26, 2013

Temecula Prep is an amazing school. They care about my child's education and really made her switch from her former school to their own extremely smooth. They are setting her up for a great future with their rigorous curriculum and expectations. We appreciate the challenge this school provides its students while still being a warm, welcoming place. The children seem to really enjoy the environment and the small community the school provides them. They are really a school family.
—Submitted by a parent


Posted April 14, 2013

I like the strong classical education. Latin, french, and a logical (chronological) approch to history. Advanced math. Memorization (the kids do some amazing recitations), which is great exercise for their brains! I like the emphasis on personal responsibility (no homework? Then they get lunch detention & no, mommy can't drive it in for you... also, your project is STILL due, even if you're 'sick', so it had better be at school even if you arent). I think this teaches the kids serious personal responsibility for their actions. I like the uniform concept, however I think it's taken WAY too far to the extreme. The amount of emphasis on placed on this is a big negative and I think it's unnecessary at the extreme it's taken. The extracurricular activities are not as many as those of other schools because are not enough kids to make large teams or clubs possible, but then again, the emphasis of this school is 'classical education' and that's what you will get. Kids today will be competing tommorrow with a world market, and a highly educated one at that. This school WILL give your child that firm classical education background & offers GREAT help appying to college, too.
—Submitted by a parent


Posted October 7, 2012

I I am a parent volunteer at TPS and I believe that the PTO is doing a fabulous job. I don't think I have seen a more dedicated group of parents that have nothing but the kids best interest at heart. I believe that that there are people in this world that are doers and there are those that just like to complain about everything, won't lift a finger to constructively help or make the effort to be part of a team. Those folks will never be happy. We are all as involved as we choose to be or for what our time allows. Thankfully our PTO is made up of the doers who are committed, dedicated & have the time. I appreciate them more than they know. Every parent at TPS is part of this fantastic group however, not everyone has the time. But for those of you who do have the time set aside your negative attitude or your micromanaging personality and set an example for your children. Show what them what hard work and being part of a group can do.
—Submitted by a parent


Posted October 7, 2012

@ I am a parent volunteer. Great to know that you are doing your part, BUT...criticism is defined as follows: crit i cism [krit-uh-siz-uhm] noun 1.the act of passing judgment as to the merits of anything. 2.the act of passing severe judgment; censure; faultfinding. Now let's take a look at virtue: vir tue [vur-choo] noun 1.moral excellence; goodness; righteousness. 2.conformity of one's life and conduct to moral and ethical principles; uprightness; rectitude. 3.chastity; virginity: to lose one's virtue. 4.a particular moral excellence. Compare cardinal virtues, natural virtue, theological virtue. 5.a good or admirable quality or property: the virtue of knowing one's weaknesses. In the future, please be mindful of what constructive criticism is and the virtues that TPS is supposed to stand by. You have made a hurtful comment against a parent's comment that show's that you are no better then they for what they have stated. Time to look within and see that your actions may in fact be prompting others' hurt feelings! After all, this is really for the kids and not self-glorification...right!?


Posted June 15, 2012

Temecula Prep did a superb job in preparing my son for college and the workforce. Finding a job isn't easy nowadays, especially for a young adult. Since our experience at TPS, my son has received compliments regarding his public speaking abilities and resume at almost every job interview. His confidence is high and so are his grades. Temecula Prep does much more than provide a quality education. It provides students with the skills that are necessary to live a confident, virtuous, and happy college life. Thanks to the teachers for their relentless work and the genuine investment made in my son's future.
—Submitted by a parent


Posted March 2, 2012

AGAIN as many have already said this school IS NOT for EVERYONE, you attend by CHOICE, if you as a parent made the WRONG choice to send your kid to a school that it not the right fit for your child then its on YOU as the parent. My three children attend TPS, all have different learning styles and they all excel in different areas, they are pushed and expected to seek knowledge not just want for the teacher to give you all the answers...that's college, that's life. If you can't handle the heat get out of the kitchen!
—Submitted by a parent


Posted November 3, 2011

We LOVE this school! We feel very fortunate to have such a wonderful free school to send our children to. French, Drama, Music and PE are excellent compliments to the high academic standards. Home is a big part of the learning process. My son missed an assignment and recieved an F in the class since it brought down his average. Some parents might feel uneasy about this, but in 4th grade it is a great way for him to learn to be responsible and remember his homework! They also teach kids skills they will use in college and beyond as a part of how they do their work, which we love. I can see how some might think this school is too strict, but my goal is for my children to excel in life and that takes teaching them to think for themselves, learn from their actions and grow as individuals and that is exactly what this school teaches!
—Submitted by a parent


Posted October 6, 2011

My Daughter is absolutely soaring in kindergarten there! She loves her teacher and so do we! Finally we have found a place that is not afraid of academic excellence.
—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

879

Change from
2012 to 2013

+4

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

879

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

+4

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 2012 and Spring 2013. 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)

8 / 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)

8 / 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.
English Language Arts

The state average for English Language Arts was 56% in 2013.

78 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
85%

2011

 
 
94%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

78 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
71%

2011

 
 
83%

2010

 
 
83%
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

English Language Arts

The state average for English Language Arts was 46% in 2013.

83 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
68%

2011

 
 
58%

2010

 
 
59%
Math

The state average for Math was 66% in 2013.

82 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%

2011

 
 
78%

2010

 
 
71%
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

English Language Arts

The state average for English Language Arts was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%

2011

 
 
90%

2010

 
 
93%
Math

The state average for Math was 72% in 2013.

82 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
71%

2011

 
 
86%

2010

 
 
87%
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

English Language Arts

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

81 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%

2011

 
 
84%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

82 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
80%

2011

 
 
71%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

84 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
68%

2010

 
 
73%
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

English Language Arts

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

86 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
85%

2011

 
 
73%

2010

 
 
83%
Math

The state average for Math was 55% in 2013.

86 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
78%

2011

 
 
55%

2010

 
 
72%
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 86% in 2013.

25 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
n/a

2010

 
 
73%
English Language Arts

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

86 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%

2011

 
 
88%

2010

 
 
81%
Math

The state average for Math was 52% in 2013.

62 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
47%

2011

 
 
61%

2010

 
 
52%
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.

46 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
74%

2011

 
 
41%

2010

 
 
22%
English Language Arts

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

90 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
81%

2011

 
 
84%

2010

 
 
68%
General Mathematics (Grades 6 & 7 Standards)

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

34 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
48%

2011

 
 
46%

2010

 
 
56%
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.

90 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
60%

2011

 
 
71%

2010

 
 
64%
Science

The state average for Science was 67% in 2013.

90 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
84%

2010

 
 
63%
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.

32 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
42%

2011

 
 
4%

2010

 
 
29%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

74 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
50%

2011

 
 
51%

2010

 
 
56%
Earth Science

The state average for Earth Science was 38% 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 62% in 2013.

72 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
84%

2011

 
 
91%

2010

 
 
83%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
34%

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

22 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
53%

2011

 
 
20%

2010

 
 
29%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

74 students were tested at this school in 2013.

2013

 
 
52%

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.

22 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
9%

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

22 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
25%

2011

 
 
26%

2010

 
 
15%
Biology/Life Sciences

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

19 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
34%

2011

 
 
54%

2010

 
 
n/a
Chemistry

The state average for Chemistry was 46% in 2013.

50 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
24%

2011

 
 
15%

2010

 
 
11%
Earth Science

The state average for Earth Science was 35% 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 52% in 2013.

67 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
75%

2011

 
 
77%

2010

 
 
62%
Geometry

The state average for Geometry was 15% in 2013.

14 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
28%

2011

 
 
11%

2010

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

69 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%

2011

 
 
60%

2010

 
 
48%
World History

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

71 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
32%

2011

 
 
47%

2010

 
 
54%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

14 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
9%

2011

 
 
15%

2010

 
 
0%
Biology/Life Sciences

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

35 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
51%

2011

 
 
39%

2010

 
 
55%
Chemistry

The state average for Chemistry was 32% in 2013.

17 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
43%

2011

 
 
27%

2010

 
 
n/a
Earth Science

The state average for Earth Science was 37% 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 48% in 2013.

65 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
68%

2011

 
 
64%

2010

 
 
65%
Geometry

The state average for Geometry was 8% in 2013.

12 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

33 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
33%

2011

 
 
36%

2010

 
 
59%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

68 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
50%

2011

 
 
42%

2010

 
 
66%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students89%
Females92%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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)84%
Parent education - college graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students79%
Females75%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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)84%
Parent education - college graduate74%
Parent education - graduate school/post graduate78%
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

All Students74%
Females77%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantagedn/a
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
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)68%
Parent education - college graduate77%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students78%
Females77%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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)75%
Parent education - college graduate85%
Parent education - graduate school/post graduate75%
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

All Students89%
Females93%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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)85%
Parent education - college graduate85%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students82%
Females82%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only83%
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)75%
Parent education - college graduate83%
Parent education - graduate school/post graduate91%
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

All Students87%
Females90%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only86%
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)83%
Parent education - college graduate80%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students64%
Females60%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only65%
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)44%
Parent education - college graduate73%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Science

All Students80%
Females77%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only80%
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)76%
Parent education - college graduate81%
Parent education - graduate school/post graduate85%
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

All Students86%
Females95%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
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)93%
Parent education - college graduate90%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students81%
Females87%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate85%
Parent education - graduate school/post graduate86%
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 Students76%
Females73%
Males79%
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)67%
Economically disadvantagedn/a
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only76%
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 graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students78%
Females73%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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)71%
Parent education - college graduate76%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students52%
Females44%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantagedn/a
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only52%
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)31%
Parent education - college graduate50%
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 Students41%
Females44%
Males37%
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)46%
Economically disadvantagedn/a
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only41%
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)31%
Parent education - college graduate26%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

English Language Arts

All Students67%
Females73%
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
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)66%
Parent education - college graduate63%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students41%
Females36%
Males50%
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)47%
Economically disadvantagedn/a
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
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)58%
Parent education - college graduate27%
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 Students62%
Females55%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantagedn/a
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
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)52%
Parent education - college graduate63%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Science

All Students84%
Females82%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
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)90%
Parent education - college graduate76%
Parent education - graduate school/post graduate89%
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 Students34%
Females50%
Males14%
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)38%
Economically disadvantagedn/a
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

All Students65%
Females65%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only65%
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)33%
Parent education - college graduate71%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Earth 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

English Language Arts

All Students90%
Females85%
Males97%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
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)81%
Parent education - college graduate94%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students73%
Females73%
Males73%
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 disability71%
English learnern/a
Fluent-English proficient and English only73%
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 graduate71%
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 Students52%
Females40%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantagedn/a
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only51%
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)39%
Parent education - college graduate49%
Parent education - graduate school/post graduate70%
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 Students27%
Females33%
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 disadvantaged25%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only27%
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

Algebra II

All Students54%
Females47%
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)53%
Economically disadvantagedn/a
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
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

Biology/Life Sciences

All Students21%
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 disadvantaged22%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only21%
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

Chemistry

All Students50%
Females38%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantagedn/a
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
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)64%
Parent education - college graduate35%
Parent education - graduate school/post graduate59%
Parent education - declined to staten/a

Earth 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

English Language Arts

All Students88%
Females95%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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)69%
Parent education - college graduate96%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

Geometry

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 disadvantaged36%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

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 Students66%
Females68%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
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)47%
Parent education - college graduate72%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

World History

All Students48%
Females41%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantagedn/a
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only48%
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)53%
Parent education - college graduate50%
Parent education - graduate school/post graduate38%
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

Algebra II

All Students7%
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 disadvantaged8%
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school 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 Students74%
Females68%
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)74%
Economically disadvantagedn/a
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
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 graduate79%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students41%
Femalesn/a
Males45%
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)45%
Economically disadvantagedn/a
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only41%
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

Earth 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

English Language Arts

All Students75%
Females73%
Males79%
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)83%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only77%
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)94%
Parent education - college graduate80%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Geometry

All Students33%
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 disadvantaged36%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
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

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

All Students42%
Females39%
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)44%
Economically disadvantagedn/a
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate57%
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

U.S. History

All Students53%
Females48%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantagedn/a
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only54%
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)56%
Parent education - college graduate58%
Parent education - graduate school/post graduate55%
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

English Language Arts

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

68 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%

2011

 
 
99%

2010

 
 
96%
Math

The state average for Math was 84% in 2013.

69 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
99%

2010

 
 
96%
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 Students99%
Females97%
Males100%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantagedn/a
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females97%
Males97%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantagedn/a
Non-economically disadvantaged97%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 50%
Hispanic 30%
Two or more races 9%
Asian 4%
Black 4%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/AN/A
English language learners 1%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

Percentage of students going to 2-year college 3% (2013)
Percentage of students going to 4-year college 85% (2013)
Percentage of students going to the military 2% (2013)
Percentage of students going directly into the workforce 5% (2013)
Colleges most students attend after graduation University of California
Cal State Universities
Private Universities
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
College counselor(s)
Computer specialist(s)
Dance teacher(s)
ELL/ESL Coordinator
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Math specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
Poetry/Creative writing teacher(s)
Reading specialist(s)
Robotics/Technology specialist(s)
Security personnel
School psychologist
Special education coordinator
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Spanish
French
American sign language
Latin
Read more about programs at this school
Source: Provided by a school official.

Awards

Academic awards received in the past 3 years
  • US News & World Report - America's Best High Schools (2010)
  • California Distinguished School (2012)
Community service awards received in the past 3 years
  • Foreign Exchange Students Program Award (2012)

Special education / special needs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Outdoor learning lab
  • Science lab
Clubs
  • Robotics club

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
  • Performing arts
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
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Clubs
  • Yearbook

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Foreign languages taught
  • French
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • American sign language
  • French
  • Latin
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Honors track
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
Clubs
  • National Honor Society
School leaders can update this information here.

School basics

School start time
  • 7:30 am
School end time
  • 2:30 am
Before school or after school care / program onsite
  • After school: ends at 6:00 p.m.
School Leader's name
  • Scott Phillips, J.D.
Best ways for parents to contact the school
  • Email
Gender
  • Coed
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (951) 926-6797

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Classical (e.g., focuses on the "classics")
  • College prep
  • Direct instruction
  • Honors track
  • Project-based
  • STEM
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Foreign languages
  • Humanities
  • Music
  • Performing arts
  • Social justice
  • Technology
  • Writing
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Foreign languages taught
  • French
  • Latin
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Reading specialist(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • Security personnel
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • American sign language
  • French
  • Latin
  • Spanish
Extra learning resources offered
  • Acceleration
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Math Lab
  • Mentoring
  • Remediation
  • Tutoring
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
Transportation options
  • None
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • College/career center
  • Computer lab
  • Internet access
  • Learning lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Outdoor learning lab
  • Parent center
  • Performance stage
  • Playground
  • Science lab
Partnerships with local resources and organizations
  • Abbott Laboratories
  • Georgia Tech Research Institute
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Flag football
  • Golf
  • Soccer
  • Track
  • Volleyball
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Flag football
  • Golf
  • Soccer
  • Softball
  • Track
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
  • Photography
  • Sculpture
Music
  • Band
  • Choir / Chorus
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Mock trial competition club
  • National Honor Society
  • Robotics club
  • Yearbook
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

Submit your application by

March 31, 2014

 
 
Apply now
 

What are your chances?


1 out of 10students were accepted for the 2012-2013 school year.


Students accepted for the 2012-2013 school year
200
Applications received for the 2012-2013 school year
1850

Planning ahead

Students typically attend these schools after graduating
University of California
Cal State Universities
Private Universities
College preparation / awareness offered
School-sponsored trips to college campuses
SAT/ACT prep classes
College presentations or information sessions
College prep programs/courses during the year
Students' post-graduation plans in 2013
2 year college - 3%
4 year college - 85%
Military - 2%
Workforce - 5%
Notice an inaccuracy? Let us know!

35777 Abelia Street
Winchester, CA 92596
Website: Click here
Phone: (951) 926-6776

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