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GreatSchools Rating

Bell Senior High School

Public | 9-12 | 4290 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

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31 reviews of this school


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Posted November 1, 2013

i am a former student, until i felt the need to leave. the first day i met the dean he told me he didnt like me, i have never in my life spoken to him so i have no idea why he would say that. all the teachers i had dont care about their students. this school is so crowded you must act fast the first day of school to get a table to sit for lunch. the staff is so rude, i remember one time they took my lunch away for no reason and threw it away in front of my face while i was minding my own business. my former counselor asked for my name and then asked me if i was sure it was my name kept insisting it wasnt my name. if you need help they will yell at you think you dont know anything and not help.


Posted July 1, 2013

As a former student, and now college graduate working in education, I look back at my experience and I realize there are many things to praise and condemn Bell High for. The school is overcrowded, which has created challenges with respect to fair offerings of courses, scheduling, and resources. There is very little accountability placed upon teachers and very little attempt to get parents engaged, which has affected the college-going culture negatively. Nonetheless, I do commend other areas of the school, such as certain advanced placement/honors courses and particular teachers who diligently put effort into challenging their students and ensuring comprehension. Moreover, there is a strong student government program and athletics department. However, one fact particularly strikes me; about 80% of Bell's graduates are ineligible/unprepared to apply for a Cal State or UC university. For this reason--and others--I do not recommend enrolling your child at this school. The law allows you to enroll your child in any public school, so do your research, and find the right school, because high school is very important in determining your child's future.


Posted June 26, 2013

Unless you're in honors/AP/sports you'll have the worst time of your life. The school food is horrible, most teachers don't care, and the few that do care are only in AP/Honors programs. The school will use almost any excuse to hold your diploma. If you're in a sport and don't pay up for the failure of a fundraiser that they host you best bet you won't graduate without paying out of your own pocket. I graduated in 2012 with high honors and I've been in both regular classes and honors. Its outstanding how much complaining you hear from everywhere. The school tries to put up an image of outstanding work and an effort to help those who are far behind but the truth is they don't. The CAHSEE stops many from graduating and it is sad that it does. The questions revolve around 6th grade math and english so the amount of people failing it is just unbelievable. The school holds workshops, I've personally gone and its just 4 hours of complaining from students and teachers "trying" to put in effort to teach material that is rarely included in any form of testing. Overall, unless you find the right people to talk to in this school, you won't get your education.


Posted December 26, 2012

I graduated this school in 1993 and have a niece that currently attends here. Like most schools the students need parental supervision. If parents aren't parents their kids will not try. It is easy for parents and students to blame the school for their own failures. How in the world is it possible for someone to fail a CAHSEE exam several times? My 7th grade daughter can pass that test. This school has the resources and teachers to help the students succeed. The student need to put in an effort as well. I don't understand how some students are successful and others are not. The teachers can do so much. If students do not try or parents don't stand over their kids being parents then do not blame the school for your short comings.


Posted August 24, 2012

I was a former student at Bell High School. The administrators and some of the teachers here just don't care about the students. Thanks to them I did not receive my high school diploma with the rest of my classmates because I had failed the CAHSEE exam one too many times but had worked hard and even exceeded the rest of the requirements for graduation. Not once was I given the right kind, for example, one on one tutoring, a screening, or even bothered to get to the bottom of why I was failing my CAHSEE and doing so poorly in my math classes. It wasn't till I got to college that I got the right kind of help. Turns out I had a learning disability that these people had failed to recognize. When I went back to confront them about this and get an explanation all they told me was,"you have to look for help somewhere else since you already have the two year mark." To make matters worst, instead of motivating students to go to college or make something positive out of their lives they tell their students and their parents,"don't worry, most of these kids don't even graduate and most of them get pregnant. We don't expect much from you."


Posted October 20, 2011

i graduated in class 2011 i was in the soccer team an di remember that everytime i didnt want to go to class i could just go to the P.E lokers and be there. is true that if you are Honor student, AP student, or athletes you have priorities have either school teachers, coach, and the police in charge of the school order. many teachers were responsible for criticizing his troublemakers students rather than trying to help them . course there are always teachers who really do their job, but still the majority of teachers that I had only the charge of wasting their time. in the soccer girls team I used to find discrimination aver that the players were not good enough and , were sat during the training and not helped at all. purposely learned that the school does not make the student. if you want to be someone in life gives the best of you. I played three years in varsity soccer team for women and thank God I had the chance to start, but look at the discrimination that emerged from the trainer to bad players.


Posted October 11, 2010

This the school where I learn the value of education and one my of sons went to Bell and to see how much the school has deteriorated and how children are still making the best of their education under such sad conditions broke my heart. The students deserve more than a run down school with falling ceiling tiles due to leaks on the roof and outdated building facilities that hinder not only their education but most importantly their health both physical and psychological. Please consider given the students of Bell Senior High School an educational environment that is indusive to learning. Thank you on behalf of all the students at Bell Senior High School.
—Submitted by a parent


Posted April 10, 2010

I graduated in class of 2007, and I hated it. I was in the Honors program for 2 years (Before I miraculously left the Honors program due to close-mindedness and seeing how unfair it was), and during that time I realized how the school only cared for the Honor students, AP students, and athletes, but they forgot about the troubled kids who needed the guidance. In Bell, if you were a troublemaker, the administrators preferred to suspend you or even kick you out of school than help you. If you were in sports, the school police would let you ditch class leave school to go get a burger, as long as you brought him one (Not making this up, I saw with my own eyes). Basically, it's a bad school, and I wouldn't even give it a star if it wasn't for the very few people that actually pushed students.


Posted March 3, 2010

BHS has great teachers who really care about the students and as well it has great programs to get us in the path to college
—Submitted by a student


Posted February 28, 2010

Most People think that Bell isn't a good school because of the area or the bad records it has.. But Bell has good teachers that will push students to the limit to get their school work done. It Also has a good rating of students passing CAHSEE and they go up every year. Last year in 2009 above 80% of 10th grade students passed CAHSEE the first time. It has alot of programs...and our sports are really good here ranging from Swimming,Tennis,Football,Basketball,Volleyball ,Baseball,Football,Soccer,Softball,Track,Cross Country,Golf..And so many clubs to choose.
—Submitted by a student


Posted November 5, 2009

I am a Bell High School alumni; class of 2008. Although Bell High School may not be the greatest public school, it definitely has many opportunities for students to succeed and pursue a higher education after high school. It is really up to the student if he/she wants to challenge himself/herself. If you're a student there, I advise you to take as many AP/Honors courses as you can. Get involved with the extracurriculars, seek help, seek advice, get counseling...'You will only reap what you sow.' I'm proud to say that I made the most of what was presented before me at Bell and now I'm at UCLA...Like I said, Bell was not the best school, nor was it the worst, it is what you make it.
—Submitted by a student


Posted September 6, 2009

Most people think that this school is bad all because of where its at. Sure Bell ain't no Beverly Hill but the school is great! The teachers here make an effort to help me succeed throughout my high school years. Go Eagles!
—Submitted by a student


Posted September 3, 2009

i personally like this school better than the other schools around the area, i used to attend huntington park high and to be honest bhs is a way better school. The teachers care so much about our education, the counselours are there for us whenever we need them and the social vibe is just the best.
—Submitted by a student


Posted April 22, 2008

Well I currently attend this school. It is one of the best schools to learn about life and how to make it in the real world. But of course, thats not all. The teachers focus on getting you child to graduate from High School in order for them to continue their learning in college. Many parents argue that Bell High School is not a good place for your kids to graduate and that the school needs to do way more for the students. I believe that thats not true. In my year going to Bell, the teachers would sacrafice their time after work to tutor kids. Its not the schools fault that your child doesn't take advantage of these opportunities. If you want you child to learn to be independent and care about life, then Bell High School is defenetly a perfect school for them to attend!
—Submitted by a student


Posted March 17, 2008

One of the problems that Bell Senior High teachers face is that 'most' parents do not take an active role in their child's education. School does not end at 3:30, my parents made sure I worked when I got home. I was REQUIRED to read and work on my studies. I didn't get on MySpace or on the Play Station. I read and studied. Out of a class of 30, approximately 8 parents attend Parent Night Conferences. School isn't a babysitting facility it is a place that you are as active in your son/daughter's education as the teacher. Out of 150 students, when I taught, approximately 25-30 parents showed any interest in their child's academic progress. This was consistent in my 10 years in the classroom. I never had more than 30 parents show up. That's an F in my book too!


Posted February 21, 2008

I'm a student at Bell High and even though im in honor classes I still see how the rest of the students kind of get lost in the shuffle. It is very crowded and textbooks are too worn out. I had to tape up my last math book together.
—Submitted by a student


Posted September 20, 2007

I am a new teacher at bell HS. I have been teaching in general and special education for eleven years throughout the district. Bell HS is one of the most comprehensive schools I have ever worked at. The principal and administrative staff are are exemplary and should be modeled by the district. I am happy to be at Bell HS and have made new acquaintances. I am also proud to be an employee of LAUSD at Bell HS. I have never seen a school before that cared so much about the success of all of its students. Teacher (Sci/Tech SLC)
—Submitted by a teacher


Posted September 19, 2007

I graduated in 2007. In my four years at Bell High School was one of the best experience. I always knew i was going to graduate since ninth grade. One of my goals was to become a honor student or a AP student through out the whole year but in this situation the councelor didnt push us to succeed or the college councelor. I always saw that a AP student or the '3.5-4.0' student was always being helped so they could succeed in life, but what happen to the rest of us??? Now i open my eyes and think of the past Why i didnt say anything about this why dont we get the same support with our education.I will succeed in life because thats my goal and if i ever had kids this would not be the high school they will attend.
—Submitted by a student


Posted August 8, 2007

Bell High is a prime example of the real world - a constant imperfect place that changes daily. I'm a proud graduate and teacher there... In my opinion, it is the best place to learn about life, gain insights, and build one's character.
—Submitted by a teacher


Posted January 5, 2007

I'm disappointed. Its so disgusting that teachers are so supportive to students receiving 'C' grades. The district must come in and take a second look at all teachers again. The good thing is that my child understands my purpose.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

705

Change from
2012 to 2013

+15

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

705

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+15

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

2 / 10

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

3 / 10

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

The state average for Algebra I was 25% in 2013.

667 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
23%

2011

 
 
27%

2010

 
 
31%
Algebra II

The state average for Algebra II was 65% in 2013.

54 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
83%

2011

 
 
97%

2010

 
 
84%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

863 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
44%

2011

 
 
45%

2010

 
 
49%
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
English Language Arts

The state average for English Language Arts was 62% in 2013.

1016 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
34%

2011

 
 
30%

2010

 
 
30%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

21 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
27%

2011

 
 
14%

2010

 
 
8%
Geometry

The state average for Geometry was 45% in 2013.

233 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
37%

2011

 
 
38%

2010

 
 
26%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
11%

2011

 
 
15%

2010

 
 
14%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

173 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
11%

2011

 
 
7%

2010

 
 
6%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

134 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
11%

2011

 
 
24%

2010

 
 
36%
Algebra II

The state average for Algebra II was 39% in 2013.

199 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
54%

2011

 
 
59%

2010

 
 
60%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

546 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
31%

2011

 
 
25%

2010

 
 
19%
Chemistry

The state average for Chemistry was 46% in 2013.

392 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
28%

2011

 
 
37%

2010

 
 
32%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

978 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
32%

2011

 
 
30%

2010

 
 
27%
Geometry

The state average for Geometry was 15% in 2013.

535 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
7%

2011

 
 
9%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

66 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
77%

2011

 
 
78%

2010

 
 
81%
Science

The state average for Science was 54% in 2013.

978 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
33%

2011

 
 
31%

2010

 
 
29%
World History

The state average for World History was 46% in 2013.

777 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
37%

2011

 
 
34%

2010

 
 
31%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

14 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
6%

2011

 
 
13%

2010

 
 
21%
Algebra II

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

261 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
18%

2011

 
 
27%

2010

 
 
13%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

77 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
39%

2011

 
 
29%

2010

 
 
28%
Chemistry

The state average for Chemistry was 32% in 2013.

416 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
18%

2011

 
 
11%

2010

 
 
16%
Earth Science

The state average for Earth Science was 37% in 2013.

23 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
85%

2011

 
 
80%

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

641 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
38%

2011

 
 
33%

2010

 
 
29%
Geometry

The state average for Geometry was 8% in 2013.

146 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
6%

2011

 
 
9%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

131 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
51%

2011

 
 
66%

2010

 
 
48%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
70%

2010

 
 
35%
U.S. History

The state average for U.S. History was 50% in 2013.

629 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
41%

2011

 
 
38%

2010

 
 
34%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
14%

2011

 
 
14%

2010

 
 
19%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students28%
Females27%
Males28%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantaged29%
Students with disability8%
Students with no reported disability29%
English learner10%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented59%
Parent education - not a high school graduate26%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)26%
Parent education - college graduate27%
Parent education - graduate school/post graduate24%
Parent education - declined to state25%

Algebra II

All Students79%
Females78%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged80%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate72%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state87%

Biology/Life Sciences

All Students28%
Females28%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Not economically disadvantaged26%
Students with disability3%
Students with no reported disability30%
English learner3%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate23%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)30%
Parent education - college graduate45%
Parent education - graduate school/post graduate45%
Parent education - declined to state29%

Earth Science

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

English Language Arts

All Students39%
Females43%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged39%
Not economically disadvantaged38%
Students with disability6%
Students with no reported disability41%
English learner5%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate33%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)46%
Parent education - college graduate48%
Parent education - graduate school/post graduate38%
Parent education - declined to state39%

General Mathematics (Grades 6 & 7 Standards)

All Students5%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learner5%
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

Geometry

All Students22%
Females18%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability23%
English learner6%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented55%
Parent education - not a high school graduate13%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Integrated/Coordinated Science I

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

Physics

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

World History

All Students7%
Females2%
Males9%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Not economically disadvantaged6%
Students with disability0%
Students with no reported disability8%
English learner1%
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)20%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students6%
Females3%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Not economically disadvantaged5%
Students with disability0%
Students with no reported disability7%
English learner5%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Algebra II

All Students47%
Females39%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability46%
English learner23%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented56%
Parent education - not a high school graduate42%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)45%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%

Biology/Life Sciences

All Students21%
Females18%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Not economically disadvantaged23%
Students with disability7%
Students with no reported disability23%
English learner3%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate13%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)24%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Chemistry

All Students40%
Females37%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantaged36%
Students with disability0%
Students with no reported disability43%
English learner3%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate35%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)47%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%

Earth Science

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

English Language Arts

All Students38%
Females41%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged38%
Not economically disadvantaged37%
Students with disability6%
Students with no reported disability41%
English learner5%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate33%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)44%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%

Geometry

All Students3%
Females2%
Males4%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Not economically disadvantaged0%
Students with disability0%
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talented19%
Parent education - not a high school graduate3%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)2%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state2%

High School (Summative) Mathematics (Grade 9-11)

All Students75%
Females71%
Males82%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged80%
Not economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate82%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%

Science

All Students40%
Females37%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged40%
Not economically disadvantaged41%
Students with disability10%
Students with no reported disability44%
English learner8%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate33%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)50%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

World History

All Students39%
Females34%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged39%
Not economically disadvantaged42%
Students with disability11%
Students with no reported disability42%
English learner11%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate33%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)48%
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%
Scale: % proficient or advanced

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students7%
Females3%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Not economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability8%
English learner5%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talented19%
Parent education - not a high school graduate6%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Biology/Life Sciences

All Students62%
Females61%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Not economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability64%
English learner50%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate81%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Chemistry

All Students22%
Females18%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Not economically disadvantaged13%
Students with disability6%
Students with no reported disability23%
English learner4%
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate21%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%

Earth Science

All Students70%
Females50%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students38%
Females40%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantaged29%
Students with disability0%
Students with no reported disability41%
English learner5%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate32%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)45%
Parent education - college graduate45%
Parent education - graduate school/post graduate64%
Parent education - declined to state38%

Geometry

All Students3%
Females1%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Not economically disadvantaged0%
Students with disability0%
Students with no reported disability4%
English learner7%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state2%

High School (Summative) Mathematics (Grade 9-11)

All Students48%
Females43%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduate49%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)53%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Physics

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

U.S. History

All Students47%
Females41%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Not economically disadvantaged40%
Students with disability5%
Students with no reported disability51%
English learner12%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate43%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)53%
Parent education - college graduate82%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

World History

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

About the tests


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

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

969 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
73%

2011

 
 
69%

2010

 
 
71%
Math

The state average for Math was 84% in 2013.

958 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
82%

2011

 
 
82%

2010

 
 
81%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students72%
Females76%
Males69%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)50%
Declined to staten/a
Economically disadvantaged73%
Not economically disadvantaged73%
Economic Status Unknown62%
Students with disability13%
Tested with modificationsn/a
English learner29%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females86%
Males80%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)64%
Declined to staten/a
Economically disadvantaged83%
Not economically disadvantaged88%
Economic Status Unknown72%
Students with disability25%
Tested with modificationsn/a
English learner53%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 98%
White 2%
American Indian/Alaska Native 0%
Asian 0%
Black 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 85%N/AN/A
English language learners 20%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 1149 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
62%
agree
 
District average
72%
agree
 

Parents

This school

 
62%
 

District average

 
70%
 

Students

This school

 
63%
 

District average

 
74%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
70%
agree
 
District average
77%
agree
 

Students

This school

 
59%
 

District average

 
74%
 

Employees

This school

 
82%
 

District average

 
81%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
56%
agree
 
District average
70%
agree
 

Parents

This school

 
50%
 

District average

 
78%
 

Students

This school

 
42%
 

District average

 
58%
 

Employees

This school

 
75%
 

District average

 
74%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
53%
agree
 
District average
68%
agree
 

Parents

This school

 
47%
 

District average

 
66%
 

Employees

This school

 
58%
 

District average

 
71%
 
Teacher support and opportunities for collaborationWhat's this?

This score measures the percent of employees that agree to strongly agree that this school ensures that teachers work well together, learn from one another, have opportunities for professional development and feel supported by the administration. This score is based on the average of the following LAUSD survey Content Areas: Evaluation (Employees), Opportunities for Involvement (Employees), Professional Development (Employees), Resource Allocation (Employees), Teacher Collaboration and Data Use (Employees).

Close
 
This school
54%
agree
 
District average
66%
agree
 

Employees

This school

 
54%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents803%
Students103928%
Employees3010%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • Rafael Balderas
Special schedule
  • Year-round
Fax number
  • (323) 560-7874

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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4328 Bell Avenue
Bell, CA 90201
Website: Click here
Phone: (323) 832-4700

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