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GreatSchools Rating

Yorba Linda High School

Public | 9-10 | 943 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 6 ratings
2012:
Based on 2 ratings
2011:
Based on 7 ratings

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15 reviews of this school


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Posted November 14, 2013

This school has a few to many bullys! The principle and staff need to address this. my child and friends tell me stories all the time. As a parent i want to go to the school and let them know but with bullys these days, its to scary! Security seams to stop the fights but they need to take it a step further and help stop it between the kids for the future. i hope this message get to the school and they take it serious.
—Submitted by a parent


Posted September 18, 2013

Let's set aside for a minute the entitled students and rate this school on the teachers and their effectiveness. The teachers are said to have been "hand-picked" and the majority of them are outstanding. There is a vast offering of coursework from the arts to college prep, honors and AP classes. Counselors there do a terrific job of keeping the demanding parent population informed. It's a testament to this school district that magnet schools - started by dissatisfied public school parents - are nowhere near. The reviews that rate this school with one star...really? These teachers deserve more dignity than that.
—Submitted by a parent


Posted September 9, 2013

I really expected way more out of this new and beautiful school. Maybe I was brainwashed on how people put this school on a pedestal, like it was so amazing when it really isn't. There are too many snobbish people and there's way too much competition. We go to school to learn to enrich ourselves, not to try to compete with others at everything. The school has some bad teachers too and the kids are just not welcoming. A lot of the kids talk behind your back and are rude it was kind of hard to make new friends. 1 year was enough so i transferred out this school. The only thing good about it was that the school was pretty and new.
—Submitted by a student


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 2013.

This school's
API score

904

Change from
2012 to 2013

+6

API Statewide Rank
(2012)

10 / 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

904

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

+6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 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.
Algebra I

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

140 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
88%

2011

 
 
67%

2010

 
 
81%
Algebra II

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

46 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
100%

2010

 
 
100%
Biology/Life Sciences

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

274 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
90%

2011

 
 
82%

2010

 
 
85%
Earth Science

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

54 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
90%

2011

 
 
60%

2010

 
 
54%
English Language Arts

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

418 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
88%

2011

 
 
81%

2010

 
 
88%
General Mathematics (Grades 6 & 7 Standards)

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

84 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
53%

2011

 
 
39%

2010

 
 
41%
Geometry

The state average for Geometry was 45% in 2013.

155 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
85%

2010

 
 
91%
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.

81 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
24%

2011

 
 
33%

2010

 
 
54%
Algebra II

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

148 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
78%

2011

 
 
76%

2010

 
 
80%
Biology/Life Sciences

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

112 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
64%

2011

 
 
56%

2010

 
 
52%
Chemistry

The state average for Chemistry was 46% in 2013.

243 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
79%

2011

 
 
62%

2010

 
 
69%
Earth Science

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

47 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
80%

2011

 
 
38%

2010

 
 
58%
English Language Arts

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

412 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
79%

2011

 
 
74%

2010

 
 
64%
Geometry

The state average for Geometry was 15% in 2013.

118 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%

2011

 
 
57%

2010

 
 
63%
High School (Summative) Mathematics (Grade 9-11)

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

49 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
100%

2011

 
 
99%

2010

 
 
92%
Science

The state average for Science was 54% in 2013.

412 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
80%

2011

 
 
86%

2010

 
 
70%
World History

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

415 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
80%

2011

 
 
80%

2010

 
 
61%
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 Students80%
Females77%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
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)89%
Parent education - college graduate68%
Parent education - graduate school/post graduate86%
Parent education - declined to state78%

Algebra II

All Students98%
Females100%
Males95%
African Americann/a
Asian100%
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)96%
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 graduate92%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

Biology/Life Sciences

All Students88%
Females89%
Males85%
African Americann/a
Asian96%
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)86%
Economically disadvantaged82%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate89%
Parent education - graduate school/post graduate89%
Parent education - declined to state88%

Earth Science

All Students78%
Females65%
Males89%
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)78%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability80%
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)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state65%

English Language Arts

All Students85%
Females88%
Males81%
African Americann/a
Asian88%
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)85%
Economically disadvantaged87%
Non-economically disadvantaged85%
Students with disability52%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate92%
Parent education - some college (includes AA degree)74%
Parent education - college graduate90%
Parent education - graduate school/post graduate84%
Parent education - declined to state83%

General Mathematics (Grades 6 & 7 Standards)

All Students49%
Females51%
Males47%
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)46%
Economically disadvantagedn/a
Non-economically disadvantaged51%
Students with disability30%
Students with no reported disability56%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate59%
Parent education - declined to state46%

Geometry

All Students87%
Females84%
Males91%
African Americann/a
Asian90%
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)88%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented92%
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 graduate88%
Parent education - graduate school/post graduate97%
Parent education - declined to state84%

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 Students41%
Females35%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)45%
Economically disadvantagedn/a
Non-economically disadvantaged43%
Students with disability27%
Students with no reported disability44%
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)41%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Algebra II

All Students79%
Females75%
Males84%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented91%
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 graduate72%
Parent education - graduate school/post graduate88%
Parent education - declined to state92%

Biology/Life Sciences

All Students71%
Females65%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged36%
Non-economically disadvantaged77%
Students with disability35%
Students with no reported disability78%
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 graduate55%
Parent education - some college (includes AA degree)56%
Parent education - college graduate81%
Parent education - graduate school/post graduate80%
Parent education - declined to state85%

Chemistry

All Students79%
Females77%
Males81%
African Americann/a
Asian86%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged88%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented98%
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 graduate74%
Parent education - graduate school/post graduate88%
Parent education - declined to state68%

Earth Science

All Students85%
Females89%
Males82%
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)89%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability90%
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 graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to state91%

English Language Arts

All Students83%
Females86%
Males79%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged69%
Non-economically disadvantaged84%
Students with disability41%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
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)69%
Parent education - college graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to state83%

Geometry

All Students66%
Females60%
Males70%
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)62%
Economically disadvantagedn/a
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability64%
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)75%
Parent education - college graduate57%
Parent education - graduate school/post graduate79%
Parent education - declined to state70%

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

All Students98%
Females100%
Males95%
African Americann/a
Asian96%
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)100%
Economically disadvantagedn/a
Non-economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability100%
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 graduate96%
Parent education - declined to staten/a

Science

All Students86%
Females84%
Males88%
African Americann/a
Asian97%
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)87%
Economically disadvantaged75%
Non-economically disadvantaged87%
Students with disability55%
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)75%
Parent education - college graduate86%
Parent education - graduate school/post graduate94%
Parent education - declined to state92%

World History

All Students83%
Females77%
Males89%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged68%
Non-economically disadvantaged84%
Students with disability44%
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)68%
Parent education - college graduate86%
Parent education - graduate school/post graduate93%
Parent education - declined to state84%
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.

422 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
96%

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 84% in 2013.

422 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

2011

 
 
97%

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 Students97%
Females98%
Males96%
Gender Unknownn/a
African Americann/a
Asian99%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged88%
Non-economically disadvantaged98%
Economic Status Unknown97%
Students with disability68%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students98%
Females98%
Males97%
Gender Unknownn/a
African Americann/a
Asian99%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged94%
Non-economically disadvantaged98%
Economic Status Unknown97%
Students with disability80%
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 State average
White 69% 27%
Hispanic 15% 51%
Asian 13% 11%
Black 2% 7%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 6%N/A54%
Source: NCES, 2010-2011

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

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