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Teacher quality
Principal leadership
Parent involvement
I spoke with my daughters counselor about how my daughter has a chronic health problem and was unable to get from her locker on the other side of the school to where her classes are and be on time. The counselor could have cared less, and told me that wasn't her problem, she sent me to the school nurse, I spoke with the school nurse, she looked up her health record and said she would notify each teacher. Months later, my daughter has been suspended for excessive tardies after they were already notified that she has a health problem, she is only tardy by less than a few minutes to class, yet I get a very uncaring call from the vice principle that they are suspending her due to the tardies, I argued with the vice principle that she has a health issue and that I disagree with their punishing her because of a health problem, she didn't care! I called back to contest this, and still haven't recieved a call back! My daughter has asked on several occasions for help and makeup work; very few of her teachers accomodate her, so she is falling behind in English and History, she is very smart and could be an honors student if she could just get some help! I am very unhappy with this school!
—Submitted by a parent
I'm an alumna of Mariner and I feel like the faculty at the school was great and really helped me build positive steps for my future. All of the teachers and aids were very caring about the students and they were always willing to help me with any questions or struggles that I had. I wasn't always the best student academically but, I think the teachers of Mariner gave the support and motivation to still apply myself and strive to continue my education with a college degree. So, that's what I did and I now I have my bachelors in marketing and I've started a career in the mortgage industry. Overall, I feel that Mariner High School is a great school.
hi I will be the first to tell you. mariner is a great school. what goes on m this school is a reflection of your parents skeels nothing school nor the teachers. I have taken ok student out of tacoma school district and placed him in merida high school from all caps to straight a's and on the honor row.
—Submitted by a parent
Marnier High is an awesome school with great faculty. My son is a senior and at this school since Freshman year. His teachers throughout the year have been nothing but helpful and student focused. There may have been one or two that I wouldn't put into the bucket, but that is in every school. Mr Brauch (one of the counselors) is the best that I have dealt with thusfar! He really is in touch with students and communicates with parents and is focused on the success of the student. *The bad - Since Coach Griffen left, basketball is NOT the same. The new coach has his favorites and if you are not one of them you can keep your warm up shirt on. Sad to see all this talent and the coach has NO IDEA what do do with it. Hope he figures it out soon. It will be 2 years straight with a non Division non State going team. *Parents need to come out an support the team. In my 4 years the past two years has been sad. I've watch all of these boys play since freshman year and only see 3 other boys parents there showing support through the years.
—Submitted by a parent
My son graduated from Mariner with excellent grades, and is going off to College at SFU. I would like to say to all the discouraged parents that ANY high school you will find cliques, drugs, fights, and bullies. Depending on how you raise your kids, they will make good or bad decissions on who they hang around. I found the more trust I gave, the better decisions were made. Thank you to all the staff at Mariner, my daughter is going to be a freshman so this is exciting!
—Submitted by a parent
Very disapointed in this school! I guess if your popular you can succeed here , otherwise they don't see you!
—Submitted by a student
Im a freshman at mariner and it's sad to read all these reports about how bad mariner is...Mariner is nothing like the rumors you hear...It's very diverse...For sure! we have breakdancers, ukeleles, and we have soooo many different cultures here...And it's just a huge melting pot with all these different ingredients...Yes, students do get in trouble for doing stupid things but, that's...That's high school.
—Submitted by a student
im a freshman here at mariner and it's sad to read and hear all these reports about how bad mariner is. mariner is not even close to the rumors you hear...this school is like a huge melting pot. we have breakdancers, ekulele players, and we have all these different cultures here at mariner that makes mariner the way it really is. yes, students do get into huge trouble at times but, that's high school. and i don't see why kamiak is not getting the same thoughts as us...i hear bad stuff about kamiak all the time..but, that hides away. to us, it doesn't. people think about the bad things we have and they don't really focus on the good varieties we have.
—Submitted by a student
This is my daughters first year at Mariner. Before Mariner she recieved all A's and B's in her classses. Her grades since attending Mariner have fallen significantly lower. She has become totally discouraged, and has since become depressed. I have talked to the teachers and recently to the assistant principle. No help! My daughter is Quiet and shy and they have so trampled her spirits, that I will definately be sending her somewhere else next year! I have a definate complaint about 1 teacher in particular (who shal remain nameless) She is a math teacher who has singled my daughter out to pick on ...they stand behind their teachers but not their students, Atleast not all their students.The popular ones maybe, but if your quiet and shy forget it! My opinion this school has some Big improvements to make! No child left behind doesn't apply here!
—Submitted by a parent
Many people hear bad things about mariner. Alot about drugs and gangs. I have never once as a student seen any gang affiliation, never even seen a fight. Sure some students make wrong choices, but thats what you get, it's high school. The teachers are amazing and would give anything for their students. the diversity of the place can be threatening at first, but you learn to accept them all, and even if you dont agree with how they live, you let them be. it is such a great place to practice for the real world.
—Submitted by a student
I love Mariner High School so much! Mr.Brouillard (English teacher) is an awesome teacher. I transfered here my sophmore year from Kamiak. At Kamiak I failed my english class because the teacher didn't explain what to do. There was 14 people failing in that class.. That shows you how much the teacher cares. Coming from kamiak to Mariner..What a change!! It is such an easy environment to learn in. I love the teachers and staff and everyone here. It is a very welcoming school.
—Submitted by a student
This is my second year at this school. It's not a perfect school but it's fine that way because no school is. There's so much diversity in it from race to sexual orientation, it really teaches people to become more accepting of others. It's nice to have friends of all kinds and it feels like we're all the same, that we aren't different in anyway. All schools have bullying issues, but I don't think this school has them as bad. The teachers do a good job and a lot of them are fun, which makes classrooms feel less tense and easier to learn and pay attention. Mariner gives a lot more opportunities to students than most schools. I never want to leave it.
—Submitted by a student
Both of my sons have or do still attend Mariner High School. I have been very impressed by the quality of teachers they have and administration. I was a little leery of sending my sons to Mariner, because of the bad reputation the school has acquired. I feel quite fortunate that my youngest is doing so well and I owe his success to the faculty at Mariner High School!
—Submitted by a parent
I love this school! i was new this year as a sophmore. I have been considered an under-achiever in the past. At this school i felt like i had and opportunity to change that, mainly because of it's after-school program,latino college prep. I am taking ap classes next year, also zero period. If your child is failing at this school, it's most likely not the schools fault. Life is about decisions, and in this school you are faced with a lot of challenging decions, go the wrong path, because i admit there are some bad seeds, or make your own path, and push yourself to be better. You are not babysat at this school, the staff are always there when you need them.
—Submitted by a student
I like Mariner. It is very diverse and I feel comfortable there. I don't understand why some people dislike it so much. I'm a sophmore at this school and take honors classes and have a 3.9 gpa. If you believe that your child isn't doing well, I think it is their own fault not the teachers', because most of the teachers there are more than willing to help if you need it.
—Submitted by a student
i am a sophmore at mariner high school and i love it. it disappoints me to see such low reviews. parents might be angry because of all the gangs, and drug related problems. however, mariner high school is a wonderful place. a cultural melting pot. i walk into the school every morning and you hear the buzzing of many laguages ! i've only gone here for 2 years however i've already made close bonds with teachers i know i can trust and come to. i love mariner, and i choose no other school. im currently on a variance because i choose to go here. and i will never attend any other highschool. i have many friends that went to other schools, and they all are planning on dropping out. but here i am an honor student with a 3.9 gpa. i am a Proud student of Mariner High school.
—Submitted by a student
I'm a school district employee and a Mariner parent, so I see things from a couple of different perspectives. Parent involvement at Mariner is very low (I know, because I'm very involved, and there are never enough people to help), and I believe that handicaps the school to some extent. Also, innovative ideas by teachers and committees in the Mukilteo district to improve our education system are not given appropriate attention and a fair chance.
My son will be a Junior this coming 08/08 school year, and I just have to say Thank you to ALL the teachers at Mariner and at Voyager. If it wasn't for thier IEP classes and all the counslers, he wouldn't be doing as well as he is! I am so very proud of him. So once again, Thank you Mariner and Thank you Voyager, for all that you have done for my son, and for the things I know you will do for my other 2 children in the years to come.
—Submitted by a parent
I was a little reluctant, on sending my son to Mariner, but after eight months, I have been pleasantly surprised, I don't know if it because he is all honor classes, but the teachers have been awesome, always keeping in touch. I am very impressed with Mariner and I wish people would stop bad mouthing this school
—Submitted by a parent
There are some good teachers, but the overall environment of the school can have a very negative impact on students. The school does not cater to the needs are learning styles of all of their diverse population, as evident in there above average drop out rate.
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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 state average for Algebra I was 56% in 2012.
2012
2011
The state average for Biology I was 81% in 2012.
23 students were tested at this school in 2012.
2012
The state average for Geometry was 91% in 2012.
52 students were tested at this school in 2012.
2012
2011
The state average for Integrated Math 1 was 45% in 2012.
2012
2011
The state average for Integrated Math 2 was 94% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Algebra I was 27% in 2012.
169 students were tested at this school in 2012.
2012
2011
The state average for Biology I was 61% in 2012.
491 students were tested at this school in 2012.
2012
The state average for Geometry was 59% in 2012.
196 students were tested at this school in 2012.
2012
2011
The state average for Integrated Math 1 was 23% in 2012.
2012
2011
The state average for Integrated Math 2 was 36% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Algebra I was 27% in 2012.
32 students were tested at this school in 2012.
2012
2011
The state average for Biology I was 44% in 2012.
37 students were tested at this school in 2012.
2012
The state average for Geometry was 37% in 2012.
111 students were tested at this school in 2012.
2012
2011
The state average for Integrated Math 1 was 15% in 2012.
2012
2011
The state average for Integrated Math 2 was 21% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Algebra I was 20% in 2012.
2012
2011
The state average for Biology I was 36% in 2012.
2012
The state average for Geometry was 27% in 2012.
27 students were tested at this school in 2012.
2012
2011
The state average for Integrated Math 1 was 29% in 2012.
2012
2011
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | n/a |
| Female | 87% |
| Male | n/a |
| Black | 95% |
| Asian | 97% |
| Asian/Pacific Islander | 93% |
| Hispanic | n/a |
| Multiracial | 87% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | 80% |
| Not special education | n/a |
| Limited English | 90% |
| Migrant | n/a |
| All Students | 91% |
| Female | 83% |
| Male | 100% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | 100% |
| Special education | n/a |
| Not special education | 91% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 98% |
| Female | 100% |
| Male | 96% |
| Black | n/a |
| Asian | 100% |
| Asian/Pacific Islander | 100% |
| Hispanic | n/a |
| Multiracial | n/a |
| Pacific Islander | n/a |
| White | 100% |
| Low income | 96% |
| Not low income | 100% |
| Not special education | 98% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | 44% |
| Female | 41% |
| Male | 47% |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 37% |
| White | 58% |
| Low income | 42% |
| Not low income | 51% |
| Special education | 65% |
| Not special education | 41% |
| Limited English | 32% |
| Migrant | n/a |
| All Students | 56% |
| Female | 57% |
| Male | 56% |
| Black | 45% |
| Asian | 79% |
| Asian/Pacific Islander | 77% |
| Hispanic | 42% |
| Multiracial | 58% |
| Native American | n/a |
| Pacific Islander | 60% |
| White | 64% |
| Low income | 50% |
| Not low income | 71% |
| Special education | 13% |
| Not special education | 63% |
| Limited English | 15% |
| Migrant | n/a |
| All Students | 76% |
| Female | 68% |
| Male | 83% |
| Black | 71% |
| Asian | 89% |
| Asian/Pacific Islander | 90% |
| Hispanic | 69% |
| Multiracial | 100% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 74% |
| Low income | 74% |
| Not low income | 81% |
| Special education | n/a |
| Not special education | 76% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | 22% |
| Female | 31% |
| Male | 13% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 13% |
| White | n/a |
| Low income | 16% |
| Not low income | n/a |
| Special education | n/a |
| Not special education | 30% |
| Limited English | 25% |
| Migrant | n/a |
| All Students | 27% |
| Female | 15% |
| Male | 41% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 28% |
| White | n/a |
| Low income | 23% |
| Not low income | n/a |
| Special education | n/a |
| Not special education | 33% |
| Limited English | n/a |
| All Students | 42% |
| Female | 30% |
| Male | 57% |
| Black | 20% |
| Asian | 43% |
| Asian/Pacific Islander | 40% |
| Hispanic | 36% |
| Multiracial | 50% |
| Native American | n/a |
| White | 58% |
| Low income | 38% |
| Not low income | 49% |
| Special education | n/a |
| Not special education | 44% |
| Limited English | 30% |
| Migrant | n/a |
| All Students | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Special education | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| All Students | 22% |
| Female | 17% |
| Male | 27% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 29% |
| White | n/a |
| Low income | 29% |
| Not low income | n/a |
| Not special education | 26% |
| Limited English | n/a |
| All Students | n/a |
| White | n/a |
| Not special education | n/a |
In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
The state average for Math was 42% in 2010.
504 students were tested at this school in 2010.
2010
The state average for Reading was 81% in 2012.
514 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 50% in 2011.
477 students were tested at this school in 2011.
2011
2010
The state average for Writing was 85% in 2012.
500 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
| All Students | 79% |
| Female | 81% |
| Male | 78% |
| Black | 69% |
| Asian | 85% |
| Asian/Pacific Islander | 85% |
| Hispanic | 71% |
| Native American | n/a |
| Pacific Islander | 80% |
| White | 87% |
| Low income | 75% |
| Not low income | 88% |
| Special education | 54% |
| Not special education | 83% |
| Limited English | 29% |
| Migrant | n/a |
| All Students | 89% |
| Female | 94% |
| Male | 84% |
| Black | 82% |
| Asian | 90% |
| Asian/Pacific Islander | 91% |
| Hispanic | 83% |
| Native American | n/a |
| Pacific Islander | 100% |
| White | 94% |
| Low income | 85% |
| Not low income | 96% |
| Special education | 71% |
| Not special education | 91% |
| Limited English | 57% |
| Migrant | n/a |
In 2011-2012 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See Washington's state standards
Source: Washington Office of Superintendent of Public Instruction
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 »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Black
Asian
Asian/Pacific Islander
Hispanic
Pacific Islander
White
Multiracial
All students
Low income
Not low income
Special education
Not special education
Limited English
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 43% | 63% | ||
| Hispanic | 30% | 18% | ||
| Asian | 14% | 7% | ||
| Black | 7% | 5% | ||
| Two or more races | 5% | 5% | ||
| Hawaiian Native/Pacific Islander | 2% | 1% | ||
| American Indian/Alaska Native | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 66% | N/A | 40% |
| Special education 2 | 11% | N/A | 13% |
| Transitional bilingual 2 | 10% | N/A | 8% |
| This school | District average | State average | |
|---|---|---|---|
| Students per classroom teacher | 21 | N/A | 17 |
| This school | District average | State average | |
|---|---|---|---|
| Average years educational experience | 11 | N/A | 12 |
| This school | District average | State average | |
|---|---|---|---|
| Master's degree or higher | 64% | N/A | 66% |


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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

