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GreatSchools Rating

Inland Leaders Charter School

Charter | K-8 | 750 students

 
 

Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 6 ratings
2013:
No new ratings
2012:
Based on 3 ratings
2011:
No new ratings

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18 reviews of this school


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Posted today

#3 of 3 The religious part of it is something you would see anywhere. They never meet on campus and nothing they ever do is sponsored or supported by the school. The electives program is excellent. Many of the programs are supplemented monetarily by the school through fundraising and donations. There are only a couple electives that are expensive, and scholarships are provided for those classes if needed. Each student is required to do six or more hours of community service and do a presentation on it, even the TKers. They are also required to learn a new leadership trait each month, write about it, and present it to the class. Then, there are three to four people chosen from each class that show the most leadership skills for that particular trait. This happens every month. Overall, the best school in this city and surrounding areas hands down.
—Submitted by a parent


Posted today

#2 of 3 The past five years have shown tremendous growth in all areas and it has been handled well by the director. He has hired the most amazing people to make this school run smoothly. Every school has areas that do not run smoothly, but I have found that is because the parents are not following through appropriately. Anything you need to know is on their website, each teacher has a website, and they send out weekly announcement. If there is a person who is uninformed, it is entirely their fault. There is an atmosphere of teamwork and accountability with teachers, parents, and students. I believe they are doing a great job teaching our kids independence. As far as the clique feel, I think that will happen anywhere. In the younger grades, room moms work hard to make things run smoothly and they spend a lot of time together, so of course they are going to become friends. 99.9% of the parents at this school are fantastic and have made the commitment to their child's education. Those are some great stats and you will not find that at another school.
—Submitted by a parent


Posted today

#1 of 3 ILCS. My daughter was fortunate enough to qualify for the Transitional Kindergarden program. She finished the year reading at a first grade level. Her math was at the kinder level. She left kinder reading at a fourth grade level and math was at a high second grade level. My son is in the fourth grade and is reading at an eighth grade level and his math is at a sixth grade level. Class sizes are kept small and there is ample support from administrators and parents alike. This is made possible by the administration allowing, and encouraging, their teachers to teach to the level of each student. This is not an easy task, but these teachers are amazing. They are constantly adjusting to meet the needs of each student. As a parent, I am extremely grateful for their hard work and dedication to these kids from both the parents and the administrators.
—Submitted by a parent


Posted July 31, 2014

Used to love this school from 2007-2011. It's grown too large and changed. Lost sight of the vision. Such a shame. Now it's very average, and I agree with other reviewers there is a clique -y atmosphere. Public school but feels religious too.
—Submitted by a parent


Posted April 28, 2014

My school is ILCS My Grand daughter has attended since she was 5 and entered TK and is now in Kindergarten, she is reading 3rd grade books and is doing very well, the teachers are fantastic and I believe this is the best school in the Inland Empire rate it AAA
—Submitted by a parent


Posted April 9, 2014

The reputation of this school is quite good which is why we have placed our granddaughter in the lottery. We would like to know when the lottery is active and children chosen and when notification of the accepted students are available. This information has not been readily available, at least, as far as we have been able to note. We are hoping that our granddaughter will have the opportunity to experience this well regarded school.


Posted May 17, 2012

Amazing school with a higher level of challenge than any other school I have experienced. Students are expected to be leaders and there is a high standard of behavior expected. Discipline at the school is strong and students feel safe and supported. The school is hard to get into due to the lottery and demand for the program. Teachers and administration have a great vision for what students need to be successful citizens. Thank you Inland Leaders for the best education in the area.
—Submitted by a parent


Posted May 1, 2012

My oldest daughter is currently finishing her 3rd year & my middle daughter, her 1st and we continue to be blown away by the phenomenal level of education at Inland Leaders! The teachers are committed to the students and always thinking of new ways to keep them learning and interested in the work. My 2nd graders reads at a 5th grade level and my kindergartner at a 2nd grade level! I was super nervous about public school due to the fact that the state lifted the restrictions on class size the year my oldest started school and every day am thankful we got into ILCS from the beginning. They offer awesome electives (yes, the parents pay for part or most of the cost, but it's worth it!), and the teaching strategies are great. I also love that this school incorporates teaching values each month (ie, service, generosity, determination, etc) The parents are also very involved beyond what I've expected. I would give more stars if I could :)
—Submitted by a parent


Posted January 28, 2012

We feel so blessed to have found this school. After having our children is the Yucaipa public school for years, we heard about ILCS and put our youngest in the transitional kindergarten class. After a couple weeks at this school, we put our older two kids on the waiting list. We have a 5th and 3rd grader. We are so impressed with the teachers and the quality of education our daughter is receiving. We pray our older two kids get picked for the lottery for next year.
—Submitted by a parent


Posted August 12, 2009

Love this school. We did the independent study program and it was wonderful. My son's teacher made him feel like part of the class. This school is very family oriented and helps children build character.
—Submitted by a parent


Posted June 17, 2009

The charter school does offer extras to the kids that public schools don't such as electives (that the parent pays for), and minimal spanish instruction in class. They do not offer recess which explains the early release, and lunch is not until after 1 for kids who stay for electives, which has been difficult for my child at times. The 'director' is a nice guy but lacks the assertiveness to effectively deal with issues that would not fly in a public school. This mentality combined with the newness of the school leads to a lot of disorganization and lack of structure when dealing with student discipline issues, other parents, etc. There are some great teachers, and some that are okay. Most of the staff and teachers children attend school there, which gives the school a very clique like atmosphere. Our experience there has only been average, not exceptional.
—Submitted by a parent


Posted March 10, 2009

This is a wonderful school! I couldn't ask for any better for my daughter! Thank you Mr. Gordan for making this Charter School possible!
—Submitted by a parent


Posted October 6, 2008

There was/is a waiting list to get into ILCS after only being open one year. We were fortunate to have won 'the lottery' when we were chosen to attend. It is an incredible school to be a part of. I have relatives and friends who work for other schools in the district and even they are impressed with all ILCS is doing and has to offer (although they cannot say it around their own campuses.) The flexibility and opportunities it offers students cannot be found at the other elementary schools in Yucaipa. I hope it stays relatively small and personal because the formula and philosophy at Inland Leaders is noteworthy!
—Submitted by a parent


Posted July 29, 2008

We are excited to start our second year at ILCS. We were warned that the first couple of years at a new charter school would be rough at times, although we did not have that experience. We felt the staff was exceptional for the most part. And we are happy that there will not be any combo classes this year. We are anxious to see whose class we will be in.
—Submitted by a parent


Posted July 28, 2008

We were fortunate to have our daughter get into this amazing school. As an educator myself, I have high expectations. The school has met and exceeded those expectations. Although this school has no library nor cafeteria, it offers so much more than other public/private schools in the area. Mr. Gordon is a very dedicated Principal and all the staff have been positive and highly qualified.
—Submitted by a parent


Posted July 23, 2008

Got to say that this is a school of our dreams. As a picky parent who expects the best for my kids I am beyond pleased. Great teachers, great admin, and great program. This school does more for kids than any other I have seen or heard. Facilities are difficult due to leasing a church, but they seem to work around it just fine. Use to homeschool but I would never think of leaving Inland Leaders. Can't wait to see how the second year goes.
—Submitted by a parent


Posted June 26, 2008

This is a brand new school. We came the first year and were very happy we did. This charter school is small (200 kids) and the staff is great. I love the small school/family atmosphere.
—Submitted by a parent


Posted April 29, 2008

ILCS is a new charter school that openeded in Aug '07. We thought long & hard about taking our kids out of their previous school because it was ok for the most part & change is scary. But it has been a great move for my kids; they are thriving. They are learning great leadership skills & they love getting out at 1pm. ILCS also offers electives like karate, Chinese, music, drama, computer animation, fitness & excercise, etc, but some are a little expensive IMO. I don't know any other school that offers even close to that many extra curricular classes. One thing I don't like is they don't have a cafeteria or an assembly room and some of the are too small but there are fewer kids in each class so it works out.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

878

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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

878

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

-2

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

8 / 10

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

9 / 10

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

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

88 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
81%

2011

 
 
78%

2010

 
 
78%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
86%

2011

 
 
93%

2010

 
 
68%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

88 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
57%

2011

 
 
58%

2010

 
 
51%
Math

The state average for Math was 66% in 2013.

88 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
75%

2011

 
 
83%

2010

 
 
81%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

106 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
79%

2011

 
 
85%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

107 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
76%

2011

 
 
85%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

79 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
86%

2011

 
 
76%

2010

 
 
93%
Math

The state average for Math was 65% in 2013.

78 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
85%

2011

 
 
70%

2010

 
 
89%
Science

The state average for Science was 57% in 2013.

79 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
84%

2011

 
 
76%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

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

57 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
79%

2011

 
 
80%

2010

 
 
57%
Math

The state average for Math was 55% in 2013.

58 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
75%

2011

 
 
84%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

56 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
88%

2011

 
 
70%

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

49 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
68%

2011

 
 
49%

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 50% in 2013.

34 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
33%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

44 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
62%

2011

 
 
n/a

2010

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

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

47 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
55%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

42 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
60%

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students74%
Females70%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged80%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate83%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)66%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students89%
Females85%
Males93%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged86%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate94%
Parent education - high school graduate90%
Parent education - some college (includes AA degree)83%
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

All Students71%
Females79%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged69%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate77%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)69%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students75%
Females82%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged78%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)73%
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

All Students70%
Females75%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged76%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate88%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females81%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged62%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)52%
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

All Students69%
Females73%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged83%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate83%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)74%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students76%
Females76%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged87%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate92%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)83%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students65%
Females63%
Males66%
African Americann/a
Asiann/a
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)66%
Economically disadvantaged80%
Not economically disadvantaged55%
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 graduate75%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)61%
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

All Students90%
Females83%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged86%
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate92%
Parent education - high school graduate92%
Parent education - some college (includes AA degree)83%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students90%
Females82%
Males97%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged90%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate92%
Parent education - high school graduate92%
Parent education - some college (includes AA degree)83%
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 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
Not 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 Students77%
Females82%
Males71%
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)76%
Economically disadvantaged76%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate83%
Parent education - high school graduate84%
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

Math

All Students51%
Females46%
Males57%
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)50%
Economically disadvantaged53%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
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 Students9%
Females8%
Males10%
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)11%
Economically disadvantaged8%
Not economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students72%
Females95%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged63%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability73%
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 graduate80%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

History - Social Science Grade 8 Cumulative

All Students76%
Females95%
Males62%
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)81%
Economically disadvantaged76%
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students81%
Females85%
Males77%
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)85%
Economically disadvantaged81%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate89%
Parent education - some college (includes AA degree)71%
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

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 77%
Hispanic 20%
Asian 1%
Black 1%
American Indian/Alaska Native 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 22%N/AN/A
English language learners 1%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 11%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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12375 California Street
Yucaipa, CA 92399
Website: Click here
Phone: (909) 446-1100

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