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Teacher quality
Principal leadership
Parent involvement
This school has changed our girls lives. They have the time and support they need to work longer on subjects which they need more help on. Others which they don't they can move through. Wonderful Certified teacher support and class schedules. We couldn't do it without them!
—Submitted by a parent
This is our 2nd year with WAVA. I read some of the reviews below and understand the workload is scary for the learning coach. I have to add though that I felt overwhelmed to begin with. As the year progressed however I realised that my son and I simply needed an organized system. This way we actually finished school a week early last year. He scored well in MSP and he is doing great this year. I am not a qualified teacher or academic person but seriously, if you are committed to your child's future, you can DO THIS!
—Submitted by a parent
Not an online school, an online administrator. The "Learning Coach" is actually the teacher. Be prepared for many hours of teaching each day with weekends used to prep for the upcoming week. Very little room to deviate from the k12 daily plans. I homeschooled my older children for 13 years and have never been more exhausted then after one week of WAVA with one child. Be prepared to teach five classes a day as well as watch two hours of online gatherings a week. I do not see how a family could do it with more than one child.
—Submitted by a parent
This will be our 3rd year with WAVA and we are grateful for the opportunity to have an option to Public School. What a wonderful program! It is a perfect fit for our grandchild (I am his learning coach). The program is very user-friendly and intuitive, and our grandson could not be happier. He is now relaxed and is making wonderful progress. I must also disagree with the comments below, regarding Christianity content. All "Religious" stories have been from a historical aspect and very diverse!
I disagree with the comments made about the K12 curriculum being centered on Christianity. My second grader has had lessons as a WAVA student about the history of Hinduism, Buddhism, Judaism and early polytheistic religions. Whether you're religious or not, bible stories are woven into our modern culture. The lessons are presented only as stories, just as those about the Greek and Roman gods are. Maybe this parent skipped too many lessons or just has a particular sensitivity toward Christianity. WAVA is outstanding and the K12 curriculum is amazing. The workload is INSANE, but as the "learning coach" (teacher) you have the flexibility to decide which activities advance your child's understanding of the subjects and which do not. You do not have to do every activity within every lesson! Teachers will work with you through any struggles you have as long as you are committed to putting forth an honest effort (and that's NOT 2 hrs. per day!) and as long as you communicate. I highly recommend this program!
—Submitted by a parent
WAVA has been a better alternative than putting our son in public schools, however expect heavy workloads in order to meet monthly goals. 5TH grade math can have 30-60 fraction story problems in one daily lesson. Too many!!! 5th Grade math has had many errors in it, especially the adaptive lessons, I have brought this to the attention of K-12, not fair to kids when the lesson is wrong and they give the correct answer and still get it wrong. K-12 must have been written by the Christian Coalition, many many many Bible stories, religion should be kept OUT of public schools!!! I just skip over all these, they have had no other religious stories from other religions, only christian ones so far. Skipped a whole week of bible stories in Lit.
—Submitted by a parent
This is our second year with WAVA and it is the best thing we could have done for our child. Homeschool takes a huge amount of commitment from the parent. But it is well worth the effort. Our child has gone from failing in public school to testing off the charts. Just as public school is not for every student, WAVA is not for every child/parent. If you know how to manage your time, establish and reestablish priorities, don't get hung up on the little things then WAVA would be great for you. If not, then I don't recommend it.
—Submitted by a parent
This was our 3rd year using WAVA and LOVE it!! For those who feel that the classes "take too much time" or are complaining that you have to be the teacher, well, i don't know what you think homeschooling is about, but you ARE the teacher (MOSTLY) and in the younger years especially, you will be the ones teaching the classes. The classes deffinatly are NOT "too long", they are perfect to get the information across to the children. You can't expect a lession in history for a typical kid to be in 5-10 minutes...But you can expect it to take about 30...my 3rd grader gets done with school in about 2-3 hours and my 7th in about 3 hrs a day. We have nothing but good things to say about the curriculum, materials and support. Depending on the year, more or less is online. In the younger years, more is hands on with workpages, and books and as they progress, there is more online interaction and more of the children working more independently but with adult supervison and as a resource for any issues/questions that arrise. I think a lot of people are "lazy" homeschoolers and feel they should be able to get school done in about an hour a day, thats not realistic. This is duable!
—Submitted by a parent
This is my second year doing this and I have a 3rd and 5th grader. Although I never planned this for the longterm for my 5th grader, I've found the K12 curriuclum exhausting. For Language Arts, many of the 3rd party books they use are good. But the in-house developed K12 books are burdensome to use for both grades (teacher's guide for composition, grammar, and vocabulary combined into one fat book). Last year I used sinapore math (not k12's) and this year k12 introduced a new math curriculum. This has been time consuming because lessons and tests are online. We've enjoyed the history lessons, but they're often time-consuming, esp. at higher grades. They have teacher support, but IMO it's token and her role is purely administrative.
—Submitted by a parent
The K12 curriculum is amazing, however, each of the year-long courses are crammed into the nine month public school academic year calendar. The progress goals dictated by WAVA are burdensome if you're working with more than one child. The quality of the learning experience is diminished by having to rush through the material in order to keep up with monthly goals. I was misled by the "learning coach" verbiage. These lessons require me to be a full time teacher (40+ hours per week)! There is very little flexibility because we're forced to adhere to the same public school academic calendar as far as weekly attendance. We enrolled in WAVA because we thought saving a few thousand dollars on the K12 curriculum would be worth all the hoop-jumping. It isn't, and we won't be returning to WAVA next year unless they provide a year-round option that makes the pace reasonable.
—Submitted by a parent
Our experience with this school was horrendous. It look forever to get enrolled, and we had to re-fax information and wait past the date school started before my child could begin, . After beginning and doing the work, only then did we find out my child's previous school credits would not be accepted. We were not told this upfront so my child had to drop out and we had to rush out and find a home school curriculum at the last minute. It was very stressful and we felt they not only misled us, but took advantage of us. Also, one of the teachers was very hard to reach when my child needed to ask a question. All it all, it took a huge amount of our time, money sending faxes of the loads of paperwork required, and miscommunication with nearly everyone we dealt with, including the school counselor.
—Submitted by a parent
WAVA's test scores are not really comparable because part-time students (home schoolers) are not required to take the WASL (now MSP). The state counts those students (even though they are not required to take the test) and gives them a score of zero! Don't trust test score statistics without looking into how they are derived!
—Submitted by a parent
This is a very damaging school at the high school level. We live in a rural area where Internet access is sometimes down. WAVA gave us no means of catching up. My son spent an average of 8.5 hours a day, 6 days a year trying to succeed. Contacting teachers and administrators was always difficult and required hours of phone tag and being placed on hold. At the end of the year my son was about 2 weeks behind and was failed for the entire year. After repeating 9th grade my son had a GPA for the year of 3.40. But his Cumulative GPA was 1.864 due to the lost year at WAVA. This school had no business destroying a year of my child s life. He is still paying for my mistake of putting him in this school.
—Submitted by a parent
WAVA, is an excellent school for my child. She has more one on one learning time. A much bigger quality social life. Her Lessons are at her personal level of education tailored just for the student. There is no more standing on cold bus stops in the dark morning hours. to get to an over crowded school were you hope your child can learn something ,or even get to finish lunch before loosing there seat in the over crowded lunch room. I wish online public school was an option sooner. It may be the new way to go to school and replace the brick and mortar schools all together.
—Submitted by a parent
WAVA is terrific -- and has been an excellent fit both for our twelve-year-old son and for our family. This is our third year of enrollment with WAVA and we've loved all of the teachers we've had for each of those three years -- both for WAVA Middle School and for WAVA High School. The Middle School components we've been most pleased with have been the World History A and B and the fact that each of those courses has been paired with its chronological partner in WAVA/K12's World Art History curriculum. So smart and so natural a pairing -- yet we've not really ever encountered that in a brick and mortar school. Our son also really liked the Physical Science course offered by WAVA Middle School -- and took both Earth Science and Life Science prior to Physical Science.
—Submitted by a parent
Washington Virtual Academy has been serving our family for the past four years and we are so very happy to be able to offer my son this quality academis program. The materials are up to date and beautiful and the teachers are outstanding. My son may have dropped out if we did not have this option because of the crime and dysfunction currently in the brick and mortor schools.
—Submitted by a parent
At the High School Level the curriculum is completely on-line so your student is in front of the computer for at least 6 hours. They advertise that the student can work at their own pace, but program is highly structured and sequential with little extra time for extra exploration. The teachers we worked with are great -- but as of 2009/2010 WAVA is still very unorganized with enrollment and re-enrollment. Students often are not able to start their lessons at start date of school -- either lessons not yet availalbe on-line or supplies not sent. This means your student will spend many nights, holidays, and weekends trying to catch up.... a recipe for burn-out. Not recommended.
—Submitted by a parent
Our 3rd year with WAVA. Great program for struggling students (I have one) and for the gifted learner (I have 3). The gifted learner can motor through subjects as quick as they like and for the struggling student, they receive the greatest gift, more attention to areas they have problems understanding.
—Submitted by a parent
The WAVA curriculum is much more in depth than anything my son worked on while in my son's previous brick and mortar school. His interest has definitely increased... he loves learning about the ancient Greeks, and Egyptians. He is in a Language Arts grade level that is more challenging than at his old school. He participates fully in all coursework and since we can work on our own time, we never have to rush through or skip parts of the lesson. I have had more contact with his teacher through WAVA than I ever had at his prior school. She is there for me and my son whenever we need her. I would highly recommend this option to any parent who wants to be more involved in their child's education or to parents that are less than satisfied with their child's current educational system. There are options! :)
—Submitted by a parent
Outstanding program for your children! They are more attentive than any other public school we've had our kids in, even setting up and then exceeding the 504 Plan requirements when the public schools continue to ignore them. (My child is in the local school 1/2 time)
—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.
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.
Grade level
The state average for Math was 65% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 69% in 2012.
99 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
The state average for Math was 59% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 71% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
The state average for Writing was 61% in 2012.
98 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
The state average for Math was 64% in 2012.
112 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 71% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 66% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
The state average for Math was 62% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 71% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
The state average for Math was 59% in 2012.
137 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 71% in 2012.
138 students were tested at this school in 2012.
2012
2011
2010
The state average for Writing was 71% in 2012.
135 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
The state average for Math was 56% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
The state average for Reading was 67% in 2012.
156 students were tested at this school in 2012.
2012
2011
2010
The state average for Science was 66% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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 | 61% |
| Female | 68% |
| Male | 57% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 62% |
| Low income | 52% |
| Not low income | 63% |
| Special education | n/a |
| Not special education | 63% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 63% |
| Female | 68% |
| Male | 60% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 66% |
| Low income | 52% |
| Not low income | 66% |
| Special education | n/a |
| Not special education | 67% |
| Limited English | n/a |
| Migrant | n/a |
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
| All Students | 40% |
| Female | 32% |
| Male | 46% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 41% |
| Low income | 37% |
| Not low income | 41% |
| Special education | 7% |
| Not special education | 44% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 56% |
| Female | 54% |
| Male | 57% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 59% |
| Low income | 47% |
| Not low income | 59% |
| Special education | 20% |
| Not special education | 60% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 33% |
| Female | 40% |
| Male | 29% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 35% |
| Low income | 28% |
| Not low income | 35% |
| Special education | n/a |
| Not special education | 36% |
| Limited English | n/a |
| Migrant | n/a |
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
| All Students | 49% |
| Female | 40% |
| Male | 56% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 52% |
| Low income | 30% |
| Not low income | 55% |
| Special education | n/a |
| Not special education | 52% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 67% |
| Female | 66% |
| Male | 68% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 70% |
| Low income | 47% |
| Not low income | 74% |
| Special education | n/a |
| Not special education | 70% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 60% |
| Female | 55% |
| Male | 65% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 62% |
| Low income | 47% |
| Not low income | 65% |
| Special education | n/a |
| Not special education | 63% |
| Limited English | n/a |
| Migrant | n/a |
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
| All Students | 45% |
| Female | 40% |
| Male | 51% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 45% |
| Low income | 56% |
| Not low income | 42% |
| Special education | n/a |
| Not special education | 47% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 55% |
| Female | 55% |
| Male | 56% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 58% |
| Low income | 56% |
| Not low income | 55% |
| Special education | n/a |
| Not special education | 56% |
| Limited English | n/a |
| Migrant | n/a |
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
| All Students | 38% |
| Female | 41% |
| Male | 35% |
| Black | n/a |
| Asian | 70% |
| Asian/Pacific Islander | 70% |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 34% |
| Low income | 32% |
| Not low income | 39% |
| Special education | 7% |
| Not special education | 41% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 63% |
| Female | 70% |
| Male | 58% |
| Black | n/a |
| Asian | 90% |
| Asian/Pacific Islander | 90% |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 61% |
| Low income | 55% |
| Not low income | 65% |
| Special education | 47% |
| Not special education | 65% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 48% |
| Female | 66% |
| Male | 32% |
| Black | n/a |
| Asian | 80% |
| Asian/Pacific Islander | 80% |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 44% |
| Low income | 36% |
| Not low income | 50% |
| Special education | 7% |
| Not special education | 52% |
| Limited English | n/a |
| Migrant | n/a |
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
| All Students | 34% |
| Female | 30% |
| Male | 39% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 31% |
| Low income | 23% |
| Not low income | 38% |
| Special education | 9% |
| Not special education | 38% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 49% |
| Female | 46% |
| Male | 52% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 47% |
| Low income | 36% |
| Not low income | 53% |
| Special education | 23% |
| Not special education | 53% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | 46% |
| Female | 38% |
| Male | 54% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Native American | n/a |
| Pacific Islander | n/a |
| White | 44% |
| Low income | 33% |
| Not low income | 50% |
| Special education | 18% |
| Not special education | 50% |
| Limited English | n/a |
| Migrant | n/a |
In 2011-2012 Washington used the Measurements of Student Progress (MSP) to test students in reading and math in grades 3 through 8, in writing in grades 4 and 7, and in science in grades 5 and 8. The MSP 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
The state average for Algebra I was 94% in 2011.
2011
The state average for Geometry was 99% in 2011.
2011
The state average for Integrated Math 1 was 97% in 2011.
2011
The state average for Integrated Math 2 was 100% in 2011.
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 85% in 2012.
29 students were tested at this school in 2012.
2012
2011
The state average for Biology I was 96% in 2012.
2012
The state average for Geometry was 99% in 2012.
2012
2011
The state average for Integrated Math 1 was 97% in 2012.
2012
2011
The state average for Integrated Math 2 was 99% in 2011.
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 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.
2012
2011
The state average for Biology I was 61% in 2012.
2012
The state average for Geometry was 59% 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 | 59% |
| Female | 67% |
| Male | 53% |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| Native American | n/a |
| White | 54% |
| Low income | n/a |
| Not low income | 65% |
| Special education | n/a |
| Not special education | 59% |
| Limited English | n/a |
| Migrant | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Asian | n/a |
| Asian/Pacific Islander | 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 |
| 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 |
| 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 |
| Female | 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 |
| 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 | n/a |
| Female | n/a |
| Male | n/a |
| Black | 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 |
| 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 |
| 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 | 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 |
| 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.
2010
The state average for Reading was 81% in 2012.
2012
2011
2010
The state average for Science was 50% in 2011.
2011
2010
The state average for Writing was 85% 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 | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Asian/Pacific Islander | n/a |
| Hispanic | 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 |
| 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 |
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 3
Grade 4
Grade 5
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Grade 8
All students
Female
Male
All students
Asian
Asian/Pacific Islander
White
All students
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| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 87% | 64% | ||
| Asian/Pacific Islander | 5% | 9% | ||
| Black | 3% | 6% | ||
| Hispanic | 3% | 16% | ||
| Native American | 1% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 15% | N/A | 42% |
| Special education | 4% | N/A | 13% |
| Transitional bilingual | 0% | N/A | 8% |
| This school | District average | State average | |
|---|---|---|---|
| Students per classroom teacher | 39 | 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 | 76% | N/A | 66% |
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| Students typically come from these schools | Brick and Mortar Public School Homeschool Private Schools |
| College preparation / awareness offered | College presentations or information sessions |
2601 South 35th Street, Suite 100
Suite 100
Tacoma,
WA 98409
Website: Click here
Phone: (866) 548-9444
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