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GreatSchools Rating

Gov John Rogers High School

Public | 10-12

 
 

Last modified
Community Rating

4 stars

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

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23 reviews of this school


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Posted June 22, 2014

Totally disagree! Emerald ridge is awful!!! I've had 3 kids go to ER and there is clicks,fights, bullying,vehicle vandelism, drugs, and no control couple with a lousey education. One child attended Rogers, freindly , welcoming and inviting! Smaller and much more family oriented!!! DONE WITH ER!!!
—Submitted by a parent


Posted September 17, 2013

Rogers is the worst school in the whole wide world; if you are considering moving to the puyallup area, go to Emerald Ridge High School #thethirst
—Submitted by a student


Posted September 28, 2010

Amazing teachers, a great variety of programs for kids to get involved in. I went to this school six years back, and now my niece attends it. The only problem we've had has been with the guidance counselors. They don't take your concerns seriously, and one of two of them were very rude and talked down to us. If you're a young parent/guardian, don't expect to be taken seriously. But other than that, it's a great school!


Posted March 13, 2010

I went to Rogers a few years back before transferring schools and I thought that the students were very prone to cliques. Not always the friendliest and accepting students that I've come across. Although, a majority of the teachers are truly amazing people, the classes seemed somewhat easy and lacked in-depth material. However the sports and other extracurricular activities are above exceptional.
—Submitted by a student


Posted June 8, 2009

I'm graduating from Rogers high school in a couple of days. Rogers is too crowded. Plus, most of the classes I were in were too easy. They weren't challenging enough. But there are some amazing teachers, and I made some amazing friends.
—Submitted by a student


Posted December 2, 2007

Best High School in the state! Incredible academic rigor!
—Submitted by a parent


Posted October 29, 2007

'We have four children who went through Rogers HS. This past year there was nothing but problems harassment, intimidation, bullying by other students. More attention was applied to the problem student than the one who was truly being hurt. The administrations concern was more on how crowded their building was at the time. They need more security officers with the power to do something in these buildings, and not be afraid of the students! Watch your student and listen to them carefully. Do not just take the administrations word for things. Remember, you are the parent. You have a say in the safety of your student.'
—Submitted by a parent


Posted October 25, 2007

Good school if not a bit crowded.
—Submitted by a parent


Posted July 31, 2007

i just graduated from rhs c/o 2007. rhs is a good school. i never had any problems what so ever. the only thing that bothered me were the overcrowded hallways. :/ not fun trying to get from class to class.
—Submitted by a student


Posted January 17, 2007

Rogers High School is an amazing school. I went to another high school before this one, and Rogers is so much better. The security is nice, the teachers are nice, the campus is great, and the students are very friendly. There are no gangs, clicks, or anything like that. Everyone are friends. I know it sounds like a fairy tale, but it's not. Sure there are issues, but what school doesn't? At least this school knows how to deal with them. Everyone feels safe, and accounted for. You want a school where the special ed kids are accepted, Rogers is that school. Where sports are supported to the fullest, that's Rogers, too. And I know this for real, because I am a student there, and I absolutely love it. And I'm the kid that hated school, until I walked onto Roger's soil.
—Submitted by a student


Posted September 15, 2005

Rogers is such an amazing enviroment for my children to be a part of. The administration is so amazing in dealing with the kids and the teaching staff is superb. The counselors take great care of the students and it really shows. Thank you so much rogers
—Submitted by a parent


Posted September 6, 2005

The classes are limited for the students to expand on certain career areas, how ever the music progams are some of the top in the state....as a current student of Rogers I am proud to call myself a Ram and am proud of the fact that the student body is so involved in the school its self....however, the diversity is an issue. There are many different races there and they all get along, but in they do not really interact with each other....at lunch its the asians with the asians, blacks with blacks, hispanics with hispanics, so on and so forth. But over all the teachers really put forth an effort to create a welcoming climate for everyone who enters the doors at Rogers High School.
—Submitted by a student


Posted August 5, 2005

Academically, Rogers challenges my daughter greater than her previous high school. The sports program seems well organized and is a challenge also. The school provides valuable information on college preparation.
—Submitted by a parent


Posted July 4, 2005

Without a doubt, Rogers High School is the finest in the area. The leadership is outstanding, the principal always considers what is best for the child. The teachers are responsive to both kids and parents and provide the very best education. Our kids went to a private school and when we moved, chose to go public. Rogers is in every way equal or superior to the private school. If your student is into the arts, the quality is equal to a conservatory. The academics are outstanding and although our kids haven't been involved in the athletic programs, it appears they are also very good.
—Submitted by a parent


Posted April 1, 2005

As an active member of the RHS site team I have to say the the climate at the campus is very impressive. The attitude of the students, staff and administration create a great place fo learning to take place each and every day. The attention paid to each students needs is evident. Keep up the good work, freindships made at RHS will last a lifetime.
—Submitted by a parent


Posted February 19, 2005

I am a student at R.H.S. There are pluses and minus' about every school, and I think that we should all learn to just accept it. Currently I am working on my Senior Project. Although, I don't like the changes made to the senior project, I have found that the best thing to do is to do what you need to, and go to school board meetings regularly to change things for everyone. Every student is important. Rogers diversity problems are being addressed to the best of their abilities, but we need the participation, and willingness of the minority students to interact with other students, that is where the problem really lies. Students need to take pride in their school, and be personally responsible to ensure the community and cleanliness of the school.
—Submitted by a student


Posted February 1, 2005

I graduated from RHS 4 years ago, back then the academic programs were great. I myself was in choir and loved it. I now have 2 cousins that go to RHS and it doesn't sound like much has changed. I did read other peoples reviews before posting my own and there were a couple of things I agreed with, racism was only an issue, because the minority groups made it on, nobody else and 2 the pool has always been gross my sophomore year everyone in my swimming class got ringworm at least once from it and the locker rooms definitely needed cleaning back then and probably still do. Overll Rogers was a great highschool, and most of the teachers were great too. Some needed to be fired but I'm sure things worked themselves out in those departments.
—Submitted by a former student


Posted December 5, 2004

I'm a graduate of RHS, and never once saw a 'racism' issue. The closest thing I ever encountered was seeing minorities group themselves together and refuse to open themsevles to integration. They come in with a 'I'm a minority' mindset and refuse to adapt. I also attended Washington, and Spanaway Lake high school. Both are very diverse schools. The only difference between the way minorities at Rogers and the other two schools differ, is that minorities at the other two schools don't take that approach. You will find racism anywhere you are reaching out to find it.
—Submitted by a former student


Posted November 18, 2004

Well i am A student at PHS and i must say when i walked into the locker rooms for the pool cause i was going to play against RHS in waterpolo it was gross! No clean up anywhere. Im only saying this in concern because dont put ur child through this pain! The deserve better! If you would like to comment on this i have aim my aim sn is phsswimming.
—Submitted by a student


Posted September 3, 2004

Roger's High School has provided a wonderful environment for learning, and diversity for all. With a wide variety of classes, AP classes, and extra curicular activities to provide an avenue for all students to voice their opinions, and express their desires. A fabulous place for learning.
—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.
Math

The state average for Math was 42% in 2010.

587 students were tested at this school in 2010.

2010

 
 
46%
Reading

The state average for Reading was 84% in 2013.

555 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
87%

2011

 
 
86%

2010

 
 
84%
Science

The state average for Science was 50% in 2011.

565 students were tested at this school in 2011.

2011

 
 
54%

2010

 
 
43%
Writing

The state average for Writing was 85% in 2013.

547 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
93%

2011

 
 
93%

2010

 
 
93%
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Reading

All Students91%
Female93%
Male89%
Black81%
Asian100%
Asian/Pacific Islander95%
Hispanic86%
Native Americann/a
Pacific Islandern/a
White92%
Low income87%
Not low income93%
Special education69%
Not special education93%
Limited Englishn/a
Migrantn/a

Writing

All Students92%
Female95%
Male89%
Black88%
Asian97%
Asian/Pacific Islander98%
Hispanic92%
Native Americann/a
Pacific Islandern/a
White92%
Low income90%
Not low income94%
Special education65%
Not special education95%
Limited Englishn/a
Migrantn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 22% in 2013.

145 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
64%

2011

 
 
19%
Biology I

The state average for Biology I was 66% in 2013.

543 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
65%
Geometry

The state average for Geometry was 72% in 2013.

321 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
42%

2011

 
 
73%
Integrated Math I

The state average for Integrated Math I was 28% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 61% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 19% in 2013.

67 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
n/a

2011

 
 
44%
Biology I

The state average for Biology I was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 35% in 2013.

62 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
n/a

2011

 
 
44%
Integrated Math I

The state average for Integrated Math I was 30% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 23% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 34% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 20% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
36%
Integrated Math I

The state average for Integrated Math I was 18% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students14%
Female12%
Male16%
Black12%
Asiann/a
Asian/Pacific Islandern/a
Hispanic21%
Multiracial14%
Native Americann/a
Pacific Islandern/a
White12%
Low income14%
Not low income15%
Special education18%
Not special education12%
Limited Englishn/a
Migrantn/a

Biology I

All Students69%
Female69%
Male69%
Black44%
Asian82%
Asian/Pacific Islander74%
Hispanic46%
Multiracial71%
Native Americann/a
Pacific Islandern/a
White75%
Low income60%
Not low income74%
Special education48%
Not special education71%
Limited Englishn/a
Migrantn/a

Geometry

All Students76%
Female78%
Male75%
Black44%
Asian81%
Asian/Pacific Islander70%
Hispanic70%
Multiracial72%
Native Americann/a
Pacific Islandern/a
White83%
Low income75%
Not low income77%
Special education50%
Not special education77%
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students16%
Female17%
Male16%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanic23%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White16%
Low income20%
Not low income14%
Special educationn/a
Not special education17%
Limited Englishn/a
Migrantn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Geometry

All Students29%
Female30%
Male28%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanic31%
Multiracialn/a
White39%
Low income27%
Not low income31%
Special educationn/a
Not special education29%
Limited Englishn/a
Migrantn/a

Integrated Math I

All Studentsn/a
Femalen/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Hispanicn/a
Native Americann/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Biology I

All Studentsn/a
Low incomen/a
Not special educationn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math I

All Studentsn/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

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 62% 60%
Hispanic 12% 20%
Two or more races 12% 6%
Asian or Asian/Pacific Islander 6% 7%
Black 6% 5%
American Indian/Alaska Native 1% 2%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Transitional bilingual 10%N/A8%
Special education 112%N/A13%
Students eligible for free or reduced-price lunch program 228%N/A44%
Source: 1 WA OSPI, 2009-2010
Source: 2 NCES, 2011-2012

Student-teacher ratio

  This school District averageState average
Students per classroom teacher 20N/A17
Source: WA OSPI, 2009-2010

Teacher experience

  This school District averageState average
Average years educational experience 13N/A12
Source: WA OSPI, 2009-2010

Teacher education levels

  This school District averageState average
Master's degree or higher 67%N/A66%
Source: WA OSPI, 2009-2010

This school has not yet provided program information.


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12801 86th Ave East
Puyallup, WA 98373
Phone: (253) 841-8717

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