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Teacher quality
Principal leadership
Parent involvement
Bellevue or Issaquah schools, in that order, are much better. Fewer police looming with drug-sniffing dogs, which are a buzzkill. Huge and generic, noisy and factory-like. If you avoid it - do so.
—Submitted by a parent
Our school is ranked amongst the best in it's variety of courses, best educational experience, and most greenest campus amongst the nation's schools, making it to the elite lists of these topics. Our school has not yet made it to the top yet, so let's help it make it there!
—Submitted by a student
I've spent most of my childhood moving from school to school, my price to pay was my actual education. Moving to Redmond caused a dramatic turn from the path that I had been following. My grades rose, my social life flourished, and home problems seemed to disappear. The school itself provides a wonderful atmosphere for the kids that attend. The teachers work very hard, actually care about their students, and Love what they do. I've never seen a student who has had trouble (of any type)be unable to approach a teacher, to ask a counselor, or to even go to a fellow student for help. As for programs and departments, RHS is strong in just about every department. It offers a wide range of programs and extracurricular activities for the students, and mostly by the students. Teachers encourage students to be active, and the kids oblige, making this school strong.
—Submitted by a parent
Please, please send your kids to this school! I also attended Eastlake HS for my senior year, trust me Redmond has better prepared me for college than any other school BY FAR! This school is nurturing and sets high standards which most students achieve. Staff and teachers are WONDERFUL, you won't find better teachers or a better education at any other school in the area. Students are friendly and accepting, and I always felt welcome there.
—Submitted by a student
Dispite the problems that the administration has had, it has undergone some incredible change. With the new change all i see is improvment. My time spent as a student was mostly spent slacking off and thinking of better things to do. But when I can still walk into any class room and have the teachers remeber me, that has to mean somthing about how much they care; Even about the students that do slack off (such as myself) Now I would like to draw a spot light on one very special teacher to me, Mr. Robertson, also known as Ert. In my sophmore year he not only was in charge of the band program, but the ASB, the concention stand, and anouncments at football games. He was the only teacher that I actualy looked forward to his classes. He is so devoted to his personal life suffers cause of it
—Submitted by a student
I think that RHS really provides an excellent education for those who are motivated enough to take advantage of its Honors/AP courses. It has more AP courses than most private schools and the new principal has really worked hard to create a good environment for learning.
—Submitted by a parent
I think that RHS really provides an excellent education for those who are motivated enough to take advantage of its Honors/AP courses. It has more AP courses than most private schools and the new principal has really worked hard to create a good environment for learning.
—Submitted by a parent
I have a son with an IEP in Redmond's Special Ed Program - The teachers in this program are dedicated and work tirelessly to get these kids through High School. Kathleen Lee has personally nurtured my son's education throughout High School at Redmond. Her personal dedication has provided him with the tools necessary to suceed, she has definitely been the difference between him becoming a productive member of society.
—Submitted by a parent
This school has many, many issues. I have seen one to many of my friends that I've known since elementry school fall to the wrong crowds at this school. The only good thing I've found going to this school is the Running start program, where I go to college classes and I'm able to escape the issues surrounding this school and it's problems. Many of the teachers could honestly careless about the students and seem to have simply given up on them. I can't wait to graduate and get out of here.
—Submitted by a student
Redmond High School has an outstanding Calculus and pre-calculus program. The veteran AP Physics and AP EnviSci teachers are outstanding. There are problems with the sophomore honors block (English/History). One block is a free ride, no hurt for you GPA, but the other block requires an immense amount of work and dedication, and even then your grade is still very likely to suffer. The school transcript does not show this difference, but I have found those in the hard block learn more, but are shown to be less proficient in the transcript. Take this with a grain of salt.
—Submitted by a student
I can only write from the limited perspective of having one gifted, fairly introverted son who is not interested in extracurricular activities. He fell in with a gang of high academic overachievers. He has thrived academically and socially at this school. He loves his teachers, fellow students, and constantly tells me how great most of his teachers are. And he has high standards for teachers. He will likely be accepted at an Ivy League college. High marks to the motivated teachers and current principal (2007).
—Submitted by a parent
I have plenty of friends with ADHD and I've seen plenty of kids with physical and mental 'blocks' if you will in this school. They do just fine! Also, the kids there are accepting of it. The kids in this school are very smart and do their best to reach their goals. Maybe this is shadowed by the school spirit...but thats not a bad thing. The school also raises plenty of money for charity!
—Submitted by a student
With a new administration, most of the old problems have been fixed. The school offers a plethora of advanced placement courses, extracurricular activities, and opportunities. The school also has a very accepting environment where children are supportive of diversity and people's accomplishments in all areas. Redmond is great for self-motivated students and high achievers because of the great Advanced Placement program, the great teachers, and the endless opportunities. While people are very nice and accepting, this is not a school for people who are not self motivated. Students who are looking to be hand-held should look somewhere else as students who do not take it upon themselves to seek out the opportunities provided at Redmond are left to fall through the cracks. Overall, an AMAZING school!
—Submitted by a student
Great school if your child has no challenges to face such as ADHD. Counselors and most teachers seem very inpatient with this problem. One to one relationships with students are very few and far between. In 2006 there was a new principal hired (thank goodness) so I am hopeful that some of these issues are being addressed. This school has many very wealthy families which I am sure increase the frustration in that many students drive nicer cars than the teachers. Spoiled children can also make for a tough environment to teach.
—Submitted by a parent
There seems to be a lack of discipline and joy for learning in this school. I commend the teachers for being passionate and dedicated.
—Submitted by a student
This school is awesome. from what I know every kid that has gone through this school has gone on and done great things in college and in their future lives.
—Submitted by a student
This school doesn't seem to be up to the standard of the high schools in the Bellevue School District.
—Submitted by a parent
This is a great school, well funded, with teachers that really are invested in student learning.
—Submitted by a former student
The quality of these programs seem very low. Teachers somehow get good ratings but are actually very bad. Music program for singing is very poor, sports is average, art is non-existent. Parents are not very involved.
—Submitted by a former student
Redmond hig school has a plethora of advanced and college-level courses to choose from. The teachers are exceptional overall, and there is a great emphasis on preparations for college.
—Submitted by a former 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.
2012
The state average for Geometry was 91% 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.
35 students were tested at this school in 2012.
2012
2011
The state average for Biology I was 61% in 2012.
454 students were tested at this school in 2012.
2012
The state average for Geometry was 59% in 2012.
113 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.
2012
2011
The state average for Biology I was 44% in 2012.
2012
The state average for Geometry was 37% 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.
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 | n/a |
| Male | n/a |
| 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 | n/a |
| Special education | n/a |
| Not special education | n/a |
| 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 |
| Native American | n/a |
| Pacific Islander | 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 |
| 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 |
| Pacific Islander | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| 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 | 24% |
| Female | 21% |
| Male | n/a |
| Black | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | 24% |
| Low income | n/a |
| Not low income | 26% |
| Special education | 5% |
| Not special education | n/a |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 79% |
| Female | 78% |
| Male | 81% |
| Black | n/a |
| Asian | 84% |
| Asian/Pacific Islander | 84% |
| Hispanic | 41% |
| Multiracial | 100% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 83% |
| Low income | 43% |
| Not low income | 86% |
| Special education | 39% |
| Not special education | 86% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 58% |
| Female | 59% |
| Male | 57% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 46% |
| Multiracial | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 61% |
| Low income | 42% |
| Not low income | 66% |
| Special education | 42% |
| Not special education | 62% |
| 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 | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 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 |
| 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 |
| 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 | 18% |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| Native American | 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 |
| 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 | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| White | n/a |
| Low income | n/a |
| Not low income | n/a |
| Not special education | n/a |
| 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.
494 students were tested at this school in 2010.
2010
The state average for Reading was 81% in 2012.
459 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 50% in 2011.
464 students were tested at this school in 2011.
2011
2010
The state average for Writing was 85% in 2012.
459 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 | 92% |
| Female | 93% |
| Male | 92% |
| Black | n/a |
| Asian | 93% |
| Asian/Pacific Islander | 93% |
| Hispanic | 75% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 95% |
| Low income | 74% |
| Not low income | 96% |
| Special education | 74% |
| Not special education | 95% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 95% |
| Female | 97% |
| Male | 93% |
| Black | n/a |
| Asian | 100% |
| Asian/Pacific Islander | 100% |
| Hispanic | 88% |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 95% |
| Low income | 89% |
| Not low income | 96% |
| Special education | 83% |
| Not special education | 97% |
| Limited English | n/a |
| 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 10
All students
Female
Male
All students
Asian
Asian/Pacific Islander
Hispanic
White
All students
Low income
Not low income
Special education
Not special education
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 73% | 64% | ||
| Asian/Pacific Islander | 15% | 9% | ||
| Hispanic | 8% | 16% | ||
| Black | 3% | 6% | ||
| Native American | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 12% | N/A | 42% |
| Special education | 12% | N/A | 13% |
| Transitional bilingual | 2% | N/A | 8% |
| This school | District average | State average | |
|---|---|---|---|
| Students per classroom teacher | 18 | N/A | 17 |
| This school | District average | State average | |
|---|---|---|---|
| Average years educational experience | 10 | N/A | 12 |
| This school | District average | State average | |
|---|---|---|---|
| Master's degree or higher | 65% | N/A | 66% |
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17272 NE 104th
Redmond,
WA 98052
Website: Click here
Phone: (425) 881-4330
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