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GreatSchools Rating

Yorba Linda High School

Public | 9-10 | 943 students

Community Rating

3 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 7 ratings
2010:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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12 reviews of this school


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Posted April 13, 2013

My son attends Yorba Linda High School and my daughter attended Esperanza before Yorba Linda opened. There is absolutely no comparison. Granted, Esperanza was very crowded because Yorba Linda was not open but the support my son receives from his teachers is much better. He is well prepared for college and has tested well on his SATs. I, especially, like the enthusiasm the staff and teachers have for their school. It is a beautiful school and the sports programs are growing and have become successful. I feel my son is getting individualized attention and has been treated with kindness and respect. But, most importantly, he will be prepared to enter college. We have had some issues with bullying and I have heard about some drug issues but I believe these problems to be less than most schools. I am very glad Yorba Linda is our assigned school and not Esperanza!
—Submitted by a parent


Posted April 8, 2013

My kid is taking Yorba Linda High; per her words, she loves this school very much. Many teachers are really good and students are very nice. Overall, it is a heathy enviroment to put your kids into this wonderful school.
—Submitted by a parent


Posted April 7, 2013

School has been open for 4 years now, great programs and the staff really care about the students, The sports programs are winning CIF Leagues. YLHS has established itself as a leadinf High Schools with averages higher than the state averages including the state testing.
—Submitted by a parent


Posted November 8, 2012

I have two student who attend YLHS and they absolutely love it! It is a wonderful, safe and positive environment all of the way around. The administrators always seem willing to help and happy to do so. I could not have asked for a better school.
—Submitted by a parent


Posted August 13, 2012

I honestly dislike ylhs! Many people thing it's better then surrounding high schools. I strongly disagree. The teachers don't want to teac. The students bully other kids. It may look nice on the outside but it's an entirely different story of what goes on in the inside. There are drugs and alchol everywhere. Teachers make kids work on previous test question through out the year, not even teaching them new curriculum. That why they achieve high test scores. For an honor and AP sudent I wish my child stayed at Esperanza.
—Submitted by a parent


Posted June 12, 2011

Everyone wanted to go to the 'new school' . It turns out many of the teachers left their original school because they weren't established there for a reason. They weren't the best teachers. My son had better teachers at his original school. Many programs like speech are poor copies of programs like at Esperanza. Also the athletic fields are far too small.
—Submitted by a parent


Posted June 1, 2011

My child goes to YLHS and it is a beautiful campus and all her classes, so far, have been excellent. She takes both AP and Honor Classes and they can be tough. Only real downside is some snobbery by parents & kids, and competition in the certain sports can be tough. But, I'm sure you can find that in a ton of High Schools.
—Submitted by a parent


Posted May 29, 2011

Some of the teacher's do NOT want to be there and it really shows. The teacher's are forced to teach for the state testing, giving the students previous test questions for them to review.
—Submitted by a parent


Posted April 1, 2011

I have been very impressed with YLHS. My son is a Junior at YLHS and has been there since it opened 2 years ago. He has had the opportunity to fill his schedule with honors & AP classes. The school is student focused and offers a positive learning environment. My son has had a great experience at YLHS.
—Submitted by a parent


Posted March 14, 2011

YLHS is smoke and mirrors. It has a pretty blue ball on top but there's not much going on inside. Furlough'd teachers, overcrowded classrooms, only the most basic electives offered, teachers forced to drive between two schools and teach 3 different classes in the same classroom. The kids are good kids, most of the teachers try, but with a bankrupt state and a District that tells more lies than truths, it's hard for a school to succeed given those odds...and it doesn't.
—Submitted by a parent


Posted March 6, 2011

I absolutely love my school! All of the teachers make every student feel special and important, and our campus is beautiful!
—Submitted by a student


Posted February 28, 2011

This school has an unwarranted sense of entitlement. Our apparent purpose for existing is to further ourselves and not the student. I don't know why this school can't stay focused on teaching instead of succumbing to the neighborhood's equally offensive false sense of entitlement.
—Submitted by a teacher


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 2012.

This school's
API score

894

Change from
2011 to 2012

+23

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school 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 2012

This school's
API score

894

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
2011 to 2012

+23

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

4 / 10

API Similar Schools Rank (2011)
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 2012.

125 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
67%

2010

 
 
81%

2009

 
 
n/a
Algebra II

The state average for Algebra II was 69% in 2012.

43 students were tested at this school in 2012.

2012

 
 
98%

2011

 
 
100%

2010

 
 
100%

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

281 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
82%

2010

 
 
85%

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% in 2012.

29 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
60%

2010

 
 
54%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

383 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
81%

2010

 
 
88%

2009

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

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

84 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
39%

2010

 
 
41%

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

142 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
85%

2010

 
 
91%

2009

 
 
n/a
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

91 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
33%

2010

 
 
54%

2009

 
 
n/a
Algebra II

The state average for Algebra II was 42% in 2012.

155 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
76%

2010

 
 
80%

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

139 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
56%

2010

 
 
52%

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

262 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
62%

2010

 
 
69%

2009

 
 
n/a
Earth Science

The state average for Earth Science was 35% in 2012.

31 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
38%

2010

 
 
58%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

446 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
74%

2010

 
 
64%

2009

 
 
n/a
Geometry

The state average for Geometry was 17% in 2012.

140 students were tested at this school in 2012.

2012

 
 
66%

2011

 
 
57%

2010

 
 
63%

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

39 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
99%

2010

 
 
92%

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

447 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
86%

2010

 
 
70%

2009

 
 
n/a
World History

The state average for World History was 46% in 2012.

455 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
80%

2010

 
 
61%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

All Students88%
Females87%
Males89%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged88%
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)65%
Parent education - college graduate94%
Parent education - graduate school/post graduate90%
Parent education - declined to state91%

Algebra II

All Students98%
Females96%
Males100%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Biology/Life Sciences

All Students90%
Females89%
Males91%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged88%
Non-economically disadvantaged90%
Students with disability75%
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)82%
Parent education - college graduate86%
Parent education - graduate school/post graduate97%
Parent education - declined to state91%

Earth Science

All Students90%
Females79%
Males100%
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)88%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability96%
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)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%
Females91%
Males84%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged75%
Non-economically disadvantaged88%
Students with disability64%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)76%
Parent education - college graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to state85%

General Mathematics (Grades 6 & 7 Standards)

All Students53%
Females45%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
White (not Hispanic)64%
Economically disadvantaged44%
Non-economically disadvantaged56%
Students with disability25%
Students with no reported disability68%
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 graduate31%
Parent education - some college (includes AA degree)63%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%

Geometry

All Students90%
Females89%
Males94%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)86%
Parent education - college graduate85%
Parent education - graduate school/post graduate98%
Parent education - declined to state93%

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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
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 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students24%
Females26%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantaged18%
Non-economically disadvantaged25%
Students with disability9%
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate9%
Parent education - some college (includes AA degree)5%
Parent education - college graduate25%
Parent education - graduate school/post graduate38%
Parent education - declined to state50%

Algebra II

All Students78%
Females78%
Males78%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)78%
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 talented89%
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 graduate81%
Parent education - graduate school/post graduate82%
Parent education - declined to state75%

Biology/Life Sciences

All Students64%
Females60%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged39%
Non-economically disadvantaged69%
Students with disability50%
Students with no reported disability66%
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 graduate53%
Parent education - some college (includes AA degree)52%
Parent education - college graduate71%
Parent education - graduate school/post graduate83%
Parent education - declined to state60%

Chemistry

All Students79%
Females78%
Males81%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantagedn/a
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented94%
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 graduate77%
Parent education - graduate school/post graduate85%
Parent education - declined to state70%

Earth Science

All Students80%
Females78%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability92%
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)n/a
Parent education - college graduate93%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students79%
Females85%
Males71%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged59%
Non-economically disadvantaged80%
Students with disability44%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)74%
Parent education - college graduate79%
Parent education - graduate school/post graduate91%
Parent education - declined to state74%

Geometry

All Students66%
Females59%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged54%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
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)67%
Parent education - college graduate62%
Parent education - graduate school/post graduate77%
Parent education - declined to state56%

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

All Students100%
Females100%
Males100%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
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 graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students80%
Females80%
Males80%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged76%
Non-economically disadvantaged81%
Students with disability59%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)76%
Parent education - college graduate81%
Parent education - graduate school/post graduate86%
Parent education - declined to state79%

World History

All Students80%
Females77%
Males83%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged66%
Non-economically disadvantaged81%
Students with disability56%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)71%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
Parent education - declined to state77%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

461 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
97%

2010

 
 
96%

2009

 
 
n/a
Math

The state average for Math was 84% in 2012.

462 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
97%

2010

 
 
96%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students96%
Females97%
Males95%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged90%
Non-economically disadvantaged97%
Economic Status Unknown96%
Students with disability64%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students96%
Females97%
Males95%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged98%
Economic Status Unknown90%
Students with disability68%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


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

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

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »
Notice an inaccuracy? Let us know!

19900 Bastanchury Road
Yorba Linda, CA 92886
Website: Click here
Phone: (714) 986-7500

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