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GreatSchools Rating

Woodland Senior High School

Public | 9-12

 
 

Living in Woodland

Situated in a suburban neighborhood. The median home value is $187,200. The average monthly rent for a 2 bedroom apartment is $850.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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13 reviews of this school


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Posted April 10, 2013

i went to this school and it sucks thats why i would never go to to class...the teachers were nice buh dah school in general was awful!!!
—Submitted by a student


Posted September 14, 2010

WHS has been getting some unfair bad press lately. Although it is not perfect, there are many great things happening there including fantastic FFA, FHA, Speech and Debate teams and a world class music program that saw students playing at Carnegie Hall last year. There are many opportunities for kids to take AP classes and numerous kids have gone on from WHS to go on to top colleges in the country. Finally, the big secret of the town of Woodland should get out: WHS has higher test scores than Pioneer High!! Look it up!
—Submitted by a parent


Posted November 4, 2009

The school is more concerened on raising money for academics and sports not for academics.The staff is unprofessional and rude and un friendly.Dont recommend this school
—Submitted by a parent


Posted June 10, 2009

The teachers make it a great place, most of thew students do not take advantage of the prestigious faculty within the educational facility...the students bring it down...but the opportunity for success is definitely prominent...
—Submitted by a student


Posted March 31, 2008

We have some awesome, positive teachers who treat the students with respect, encouragement and dignity, and here the students learn to love to learn and excel; and we have on the other side a few teachers who seemingly hate and distrust all students who should be working with research and not with people.
—Submitted by a parent


Posted February 9, 2007

As with any public school there are great teachers and great students at Woodland High (they are there an I can name names). The good things don't need to be fixed, so here are some thoughts on improvement: 1) Disruptive students that do not want to learn should be removed from this school. These students make it difficult for the teachers and other students. 2) Special-ed should be for kids with learning problems not a dumping area for delinquents (they should be at a seprate school) 3) Empower the teachers to control their classrooms. 4) In class montitoring by administration. The kids know what is going on, does admin? Kids that are out of control set the bar low for the entire school.
—Submitted by a parent


Posted May 16, 2006

I'd like to point out that it is not a very safe school at current.
—Submitted by a parent


Posted August 5, 2005

The quality of instruction varies widely in that some teachers do not seem to believe their students can succeed, while other teachers are encouraging success. The push to put students in career paths when they first start at the school and the use of vocational testing as a primary tool to determine what a teenager (Freshman) should choose as a career seems a bit unrealistic. More emphasis should be placed on graduation and university entrance requirements combined with what a student likes and dislikes subject-wise to help them better prepare for a career their choce. There is a wide range of academic programmes to cater for the remedial through to those wishing to take honors and AP classes in almost all learning areas. The art program programme is top class, and the music program is improving, the school produces many top sports stars and has an wide range of extrcurricular activities.
—Submitted by a former student


Posted June 1, 2004

I'm not a parent but a student at woodland high. I realy think that our school has inproved a lot this year our new principal is very nice. Dr. Rivales is always talking to us and woring about us thank you Dr. Rivales
—Submitted by a student


Posted May 4, 2004

I am a staff person at WHS. I am relaying a few opinions of students. -Security Guards still are found chatting with students who are 'ditching'. My 2 cents to add would be that we have a few students who really don't belong here (they need a more restrictive environment) and the Security Guards are doing what they can to keep those students under control. -ETC has not been available since sometime last fall, unfortunately. My opinion as a staff person is that we have a ways to go, but there's been a huge improvement over recent years.
—Submitted by a staff


Posted March 9, 2004

I am a student not a parent and due to the new principal, our school is slowly, yet tremendously becoming a better, safer, much more fun for the student. However, due to the budget crisis we are having some of the best teachers cut. Some of the greatest class are being cut aswell. On the other hand our outside activites are steady. Overall, I feel that under the new leadership of Dr. Reveles, our school has hope, afterall.
—Submitted by a student


Posted October 20, 2003

As with any school, you get out of it what you put into it. There are some exceptional students and athletes at this school of which Woodland should be very proud. There are many great programs for the kids to be involved in to help improve their grades. For instance, they have a great ETC program (tutoring by students and teachers 4 nights a week) for which only a few dozen students attend. There comes a point in every young adults life that they need to take responsibility for their own goals in education and seek to better themselves. The school is there to offer the opportunity it is up to the student to accept the challenge.
—Submitted by a parent


Posted August 26, 2003

Never saw principal at school, teachers let kids get away with anything in their disruptive classrooms, my car got broken into and nothing was done. It was the 16th car that year. Security guards are laid back and just sit and talk with ditching students.
—Submitted by a former student


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

733

Change from
2012 to 2013

+3

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

1 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

733

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

+3

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)

4 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

1 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

173 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
17%

2011

 
 
7%

2010

 
 
9%
Algebra II

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

18 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
71%

2011

 
 
57%

2010

 
 
67%
Biology/Life Sciences

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

308 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
41%

2011

 
 
58%

2010

 
 
71%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
15%

2010

 
 
30%
English Language Arts

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

310 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
57%

2011

 
 
50%

2010

 
 
53%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

118 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
38%

2011

 
 
32%

2010

 
 
34%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

79 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
1%

2011

 
 
8%

2010

 
 
0%
Algebra II

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

75 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
15%

2011

 
 
24%

2010

 
 
28%
Biology/Life Sciences

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

88 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
15%

2011

 
 
30%

2010

 
 
22%
Chemistry

The state average for Chemistry was 46% in 2013.

149 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
40%

2011

 
 
33%

2010

 
 
38%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
13%

2010

 
 
15%
English Language Arts

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

280 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
41%

2011

 
 
41%

2010

 
 
44%
Geometry

The state average for Geometry was 15% in 2013.

106 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
7%

2011

 
 
12%

2010

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

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

21 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
82%

2011

 
 
71%

2010

 
 
73%
Science

The state average for Science was 54% in 2013.

269 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
42%

2011

 
 
50%

2010

 
 
42%
World History

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

282 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
25%

2011

 
 
32%

2010

 
 
30%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

29 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
5%

2011

 
 
18%

2010

 
 
3%
Algebra II

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

94 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
8%

2011

 
 
17%

2010

 
 
10%
Biology/Life Sciences

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

73 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
40%

2011

 
 
22%

2010

 
 
15%
Chemistry

The state average for Chemistry was 32% in 2013.

97 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
36%

2011

 
 
31%

2010

 
 
34%
Earth Science

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

2013

 
 
n/a

2012

 
 
60%

2011

 
 
34%

2010

 
 
41%
English Language Arts

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

305 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
40%

2011

 
 
43%

2010

 
 
43%
Geometry

The state average for Geometry was 8% in 2013.

69 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
16%

2011

 
 
3%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

84 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
51%

2011

 
 
37%

2010

 
 
56%
Physics

The state average for Physics was 58% in 2013.

35 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
86%

2011

 
 
69%

2010

 
 
91%
U.S. History

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

289 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
47%

2011

 
 
42%

2010

 
 
39%
World History

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

11 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students19%
Females19%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged19%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability19%
English learner3%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)19%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Algebra II

All Students77%
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)79%
Economically disadvantagedn/a
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented80%
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 Students41%
Females36%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged33%
Non-economically disadvantaged57%
Students with disability0%
Students with no reported disability43%
English learner9%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate27%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)45%
Parent education - college graduate65%
Parent education - graduate school/post graduate50%
Parent education - declined to state43%

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 Students64%
Females60%
Males69%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged56%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability65%
English learner6%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate49%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)71%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to state64%

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 Students38%
Females30%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)46%
Economically disadvantaged35%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate33%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)42%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students1%
Females0%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learner0%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Algebra II

All Students24%
Females26%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged21%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented28%
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

Biology/Life Sciences

All Students22%
Females24%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged19%
Non-economically disadvantaged26%
Students with disability0%
Students with no reported disability26%
English learner5%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Chemistry

All Students29%
Females23%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged28%
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduate15%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)20%
Parent education - college graduate52%
Parent education - graduate school/post graduate48%
Parent education - declined to state35%

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 Students45%
Females50%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged35%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability45%
English learner3%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate21%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)45%
Parent education - college graduate61%
Parent education - graduate school/post graduate88%
Parent education - declined to state52%

Geometry

All Students6%
Females4%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged8%
Non-economically disadvantaged2%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)14%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students90%
Femalesn/a
Males91%
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)91%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students48%
Females48%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged37%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability50%
English learner7%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate22%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)54%
Parent education - college graduate74%
Parent education - graduate school/post graduate78%
Parent education - declined to state51%

World History

All Students35%
Females27%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged31%
Non-economically disadvantaged41%
Students with disability13%
Students with no reported disability37%
English learner3%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate17%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)38%
Parent education - college graduate49%
Parent education - graduate school/post graduate58%
Parent education - declined to state40%
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 Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
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 Students6%
Females3%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantaged12%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talented18%
Parent education - not a high school graduate11%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)11%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Biology/Life Sciences

All Students47%
Females55%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)70%
Economically disadvantaged33%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate7%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)53%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%

Chemistry

All Students25%
Females16%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantaged18%
Non-economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate0%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)16%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

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 Students36%
Females39%
Males33%
African Americann/a
Asian27%
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)55%
Economically disadvantaged26%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability37%
English learner3%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate14%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)36%
Parent education - college graduate49%
Parent education - graduate school/post graduate88%
Parent education - declined to state33%

Geometry

All Students1%
Females0%
Males2%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino2%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)0%
Economically disadvantaged2%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability2%
English learner5%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

All Students40%
Females38%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged33%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduate59%
Parent education - graduate school/post graduate65%
Parent education - declined to state32%

Physics

All Students57%
Females47%
Males67%
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)n/a
Economically disadvantaged50%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students40%
Females28%
Males50%
African Americann/a
Asian45%
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged31%
Non-economically disadvantaged54%
Students with disability13%
Students with no reported disability42%
English learner6%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate25%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)40%
Parent education - college graduate50%
Parent education - graduate school/post graduate95%
Parent education - declined to state35%

World History

All Students28%
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.

306 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
78%

2010

 
 
76%
Math

The state average for Math was 84% in 2013.

306 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
81%

2011

 
 
76%

2010

 
 
75%
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 Students80%
Females88%
Males73%
Gender Unknownn/a
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)85%
Declined to staten/a
Economically disadvantaged75%
Non-economically disadvantaged88%
Economic Status Unknown75%
Students with disability19%
Tested with modificationsn/a
English learner30%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students82%
Females87%
Males77%
Gender Unknownn/a
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)87%
Declined to staten/a
Economically disadvantaged82%
Non-economically disadvantaged85%
Economic Status Unknown60%
Students with disability21%
Tested with modificationsn/a
English learner41%
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
Hispanic 63%
White 30%
Asian 3%
American Indian/Alaska Native 1%
Black 1%
Two or more races 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 61%N/AN/A
English language learners 13%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 15%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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21 North West Street
Woodland, CA 95695
Phone: (530) 662-4678

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