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GreatSchools Rating

Beverly Hills High School

Public | 9-12 | 2201 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings
2010:
Based on 8 ratings

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39 reviews of this school


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Posted Saturday, May 18, 2013

BHHS is an excellent school if you are willing to work. If you are lazy or decide to concentrate on socializing, obtaining good grades will be difficult. The good news is that because so many of the children lack a work ethic, you can do anything because the school and faculty offer a great variety of programs and support. If you carve out the top 20% of student, my guess is that BHHS would be on par with the best high schools on the planet. People who whine about having to be on time or require the trappings of private schools really should not go to BHHS. If you (student or parent) are afraid of the impact of a strangely diverse student body, BHHS is also not for you. If you are focused on having friends like you in a country club setting, you should go somewhere else. BHHS is not the real world, but it does represent a subset of that world -- those who are financially successful either because they are smart or they are connected to wealth.
—Submitted by a parent


Posted February 5, 2013

This school is great. I as a student know possibly better than the parents here, so please hear my plea. This school is an extremely strict school and demands much from all the students. Tardiness, sluggishness, and disruptive behavior causes all the teachers to be bent out of shape. As for the foreign students, the majority of this school is Persian and/or Jewish. But, generally, racism and vulgarity rarely consists in the school's daily talk. In fact, I haven't seen drugs or any of the typical day high school sights. "Snotty rich kids" is a terrible cliche to the extent that I find this school rather filled with average wealth students that are a bit more babied than other high schools. There ARE ,however, some rich students who simply borrow their cars from their parents. But, it's a school, not a place to measure wealth and criticize people about their stature, so why should ANYONE care? The teachers can be a handful and the insanely busy hallways with strange people can seem a bit unwelcoming, but once one gets the hang of it and learns how to use the school to their advantage, they're really ready to succeed. This is overall a great school.
—Submitted by a student


Posted June 15, 2012

Before you send your child to Beverly Hills High School, be sure to read the "Attendance Policy" under the "Parents" tab on the website. They deduct more than 1/2 a point from your grade each time you're a 1 second late. They also refuse to allow students to make up classwork, if say, someone steals their book. The math teacher refused to allow my kid to use a calculator from the school for a math test when my kid didn't have their own calculator. When another kid lent my kid a calculator, the teacher took it away from my kid. When you are reading the reviews on this school, notice how many of them sound like they might have been written by the same source. BHHS isn't about helping kids get into college or academics. My kid was an honor student when we started at BHHS and because of unavoidable absenses and tardies, mean kids stealing books and bullying, my kid is lucky to be coming out of this year with a "B" average, even though my kid got good grades on tests and assignments. And since most of the kids at BHHS are from another country, not America, your kid will be dealing with all the richness of cultures that really don't like Americans. Good luck.
—Submitted by a parent


Posted September 21, 2011

This is my daughters first year at BHHS. She is entering the 10th grade. I was a little concerned about my child fitting in considering we are not rich and minority. I was suprised that for the most part, the students are pretty friendly and my daughter joined a sport team and met even more friends. The staff is very helpful and accomodating at well. My daughter is transitioning very well!
—Submitted by a parent


Posted August 14, 2011

Once in a while you get a teacher who expects the student to learn the subject himself. A lot is on the student. This school is meant for brilliant children. Courses are amazing! Honors everything. AP everything.... prepare to get high scores on the SAT and ACT.
—Submitted by a parent


Posted June 7, 2011

Having been to both a private high school and Beverly, I can tell you that public school (for me at least) has not been a very nurturing, welcoming or fun place to go to school. The administration takes weeks to do anything. My counselor has been very hard to reach. They have such strict policies regarding attendance and turning in work that I honestly feel like it is a prison. At Beverly, most kids drive mercedes, BMWs, audis, range rovers and i have even seen a few porsches. If you are considering private or public high school (from my experience) i now 100% feel as though private school is worth the money. They are smaller, more nurturing and an overall better place to grow as both a student and person.


Posted February 6, 2011

i sendt my daughter there last year for her freshman year. At fisrt we were a little worried she might not fight in as we are not "of money" But she fit in well. The students were nice and the staff were excellent and helpful whenever I had a question or concern. This year she goes to another school and doesnt do as well. We will be sending her back to BHHS for her next 2 years of H.S.
—Submitted by a parent


Posted August 11, 2010

When my child has two inspiring teaches I'm feel fortunate. Last year she had three!
—Submitted by a parent


Posted April 20, 2010

From a student's point of view, Beverly has pros as well as cons. The school's various activites and programs are good and the counselors are very helpful. But I feel that many teachers at the school are not as strong in their academic teaching as I hoped. Another problem is the cultural and learning environment. There are less cultural backgrounds than most schools. I believe the school could work on improving the learning environment. Students should feel that they are part of the community, but the community is not that strong.
—Submitted by a student


Posted March 21, 2010

This school is a tremendous disappointment. As a resident of BH, I send my daughter to BHHS. But frankly, this school is just as bad as most of the failing schools you hear about in LAUSD, and for the same reasons: apathetic teachers whose only goal is retirement (and a union that supports them); figurehead principals who really don't know much about instruction (focus on 'management' rather than vision/leadership); kids who are allowed to function as little adults; zero accountability for teachers/district brass. The only difference is I know the likelihood of my child being victimized (like students at Manual Arts, Crenshaw, Dorsey, etc.) is virtually '0.'
—Submitted by a parent


Posted March 8, 2010

Beverly is probably has one of the most cosmopolitan, sophisticated, open minded student bodies of any public high school in the United States. It is a liberal, predominantly Jewish school where a high majority of students not only go on to college, but to some of the best universities. The staff doesn't live up to the quality of their students, but these students are so self motivated it is only an annoyance.
—Submitted by a parent


Posted November 25, 2009

If you get a teacher you don't like it is either drop the class and don't achieve in the higher class, or man-up and face failure. The only thing that is good about this school is that if you need help from your counselor they will give it to you. Otherwise, everything that is said about this school is a complete lie. The most important thing about going to the highschool is what school you came from. On the outside, parents see hugs and kisses, but what they don't know is that they are from the same school and they are doing that from their original school. If your child went to Beverly Vista especially, i would suggest you change them to another one of the schools. The vibe that one sees of the kids from the other schools is important when you want your child to remember their highschool.
—Submitted by a student


Posted September 10, 2009

I am a student that goes to BHHS. All i really want to say is that people judge me when i say that i go there. It is really ridiculous. Beverly isnt like the television show. There is no drama like that, and people generally get along. All the teachers are friendly and eager to help their students. People need to look past the fact that we live in Beverly Hills and that we are just trying to earn an education like every other school.
—Submitted by a student


Posted September 3, 2009

Very mediocre, absolutely over-rated, social support for the students is poor, counselors are generally inaccessible, many teachers are passionless, students are rude and arrogant. My daughter has finished school this year. I am very disappointed from this school.
—Submitted by a parent


Posted July 17, 2009

my daughter will be a junior this year and so far has loved the school. I on the other hand would like more 'school spirit' there are not enough dances or events that keep the school a community. It seems a lot of the kids don't attend the dances because they are 'lame'. I think they need to figure out how to get the kids involved and excited to attend these things because they will regret it when they are older. I know a lot of high schools where the kids all go to the dances/proms etc.....You have to be a self motivated child to get the most out of this school. I guess it is a good experience for college but it would help if the teachers kept a little better watch over these very young kids.
—Submitted by a parent


Posted April 8, 2009

I go to this school becuase I didnt get into Palisades High and its a good school but really rich & material like. I like Palisades better though because it is more diverse and more fun. B ut Beverly is still good.


Posted February 8, 2009

I am currently attending BHHS and it's great! Although the school is very materialistic (not suprisingly, come on now, it's beverly hills) the education here is phenomenal!! The teachers are great. Although the only thing i'd say is a disadvantage is that, since it's very materialistic, some kids that don't come from a 'wealthy' family might not fit in as well. That's the only concern of mine. But otherwise it's a great school! I love it here! =]
—Submitted by a student


Posted September 9, 2008

My Children are very fortunate to attend Beverly. The resources are plentiful and the API score is high. I greatly disagree with the parent's opinion of the school being poor. I think if she was to visit less fortunate schools she would change her opinion. The Math and Science building is very spectacular. Every time that I'm on campus, the children are well behaved and I see hugs and smiles. The school aslo has a zero tolerance for drugs and violence with a firm strategy for controlling it. This is my Child's 4th year there and I'm extremly satisfied.
—Submitted by a parent


Posted June 11, 2008

Good School, but very overrated. I sent one kid there and one to Palisades High. In my opinion, besides the extra-curricular activites and programs, it is a poor school. The teaching is terrible, and the Beverly Hills community isn't that great because the kids are undisciplined and very materialistic.
—Submitted by a parent


Posted January 6, 2008

Good school. A few teachers are sub-par (everyone I talk to hates them), but that is to be expected in any public school because of the Union. Nevertheless, above average.
—Submitted by a student


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

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 2012.

This school's
API score

868

Change from
2011 to 2012

-4

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

9 / 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 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 did not meet all student subgroup API targets for 2012

This school's
API score

868

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
2011 to 2012

-4

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

10 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

9 / 10

API Similar Schools Rank (2011)
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 2012.

152 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
35%

2010

 
 
42%

2009

 
 
45%
Algebra II

The state average for Algebra II was 69% in 2012.

24 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
87%

2010

 
 
82%

2009

 
 
84%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

426 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
74%

2010

 
 
72%

2009

 
 
63%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

425 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
86%

2010

 
 
85%

2009

 
 
82%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
31%
Geometry

The state average for Geometry was 48% in 2012.

249 students were tested at this school in 2012.

2012

 
 
64%

2011

 
 
74%

2010

 
 
69%

2009

 
 
75%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

84 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
95%

2010

 
 
89%

2009

 
 
79%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

36 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
15%

2010

 
 
24%

2009

 
 
28%
Algebra II

The state average for Algebra II was 42% in 2012.

260 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
63%

2010

 
 
56%

2009

 
 
54%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

128 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
76%

2010

 
 
59%

2009

 
 
59%
Chemistry

The state average for Chemistry was 51% in 2012.

167 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
70%

2010

 
 
60%

2009

 
 
47%
Earth Science

The state average for Earth Science was 35% in 2012.

67 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
61%

2010

 
 
47%

2009

 
 
54%
English Language Arts

The state average for English Language Arts was 50% in 2012.

465 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
77%

2010

 
 
71%

2009

 
 
69%
Geometry

The state average for Geometry was 17% in 2012.

154 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
24%

2010

 
 
20%

2009

 
 
30%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

15 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
90%

2010

 
 
91%

2009

 
 
80%
Science

The state average for Science was 53% in 2012.

462 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
79%

2010

 
 
69%

2009

 
 
69%
World History

The state average for World History was 46% in 2012.

382 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
63%

2010

 
 
51%

2009

 
 
68%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
17%

2009

 
 
19%
Algebra II

The state average for Algebra II was 15% in 2012.

130 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
19%

2010

 
 
24%

2009

 
 
21%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

123 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
82%

2010

 
 
64%

2009

 
 
58%
Chemistry

The state average for Chemistry was 34% in 2012.

121 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
60%

2010

 
 
41%

2009

 
 
55%
Earth Science

The state average for Earth Science was 38% in 2012.

107 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
65%

2010

 
 
56%

2009

 
 
66%
English Language Arts

The state average for English Language Arts was 48% in 2012.

516 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
77%

2010

 
 
67%

2009

 
 
72%
Geometry

The state average for Geometry was 9% in 2012.

39 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
7%

2010

 
 
12%

2009

 
 
14%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

300 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
63%

2010

 
 
56%

2009

 
 
73%
Physics

The state average for Physics was 56% in 2012.

81 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
63%

2010

 
 
59%

2009

 
 
54%
U.S. History

The state average for U.S. History was 48% in 2012.

507 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
75%

2010

 
 
64%

2009

 
 
69%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
32%

2010

 
 
0%

2009

 
 
0%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

Algebra I

All Students40%
Females48%
Males31%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged19%
Non-economically disadvantaged43%
Students with disability24%
Students with no reported disability41%
English learner29%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)39%
Parent education - college graduate41%
Parent education - graduate school/post graduate38%
Parent education - declined to staten/a

Algebra II

All Students84%
Femalesn/a
Males73%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only86%
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 graduate82%
Parent education - declined to staten/a

Biology/Life Sciences

All Students74%
Females77%
Males70%
African American48%
Asian82%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged49%
Non-economically disadvantaged77%
Students with disability29%
Students with no reported disability78%
English learner47%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)63%
Parent education - college graduate70%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

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
Non-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 Students83%
Females84%
Males82%
African American67%
Asian80%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged67%
Non-economically disadvantaged85%
Students with disability50%
Students with no reported disability85%
English learner42%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)79%
Parent education - college graduate80%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Geometry

All Students64%
Females62%
Males66%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged52%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)45%
Parent education - college graduate63%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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 Students88%
Females83%
Males93%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
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 graduate85%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

Algebra I

All Students26%
Females37%
Males13%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged0%
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only25%
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 graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students61%
Females54%
Males66%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)61%
Economically disadvantaged83%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate53%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Biology/Life Sciences

All Students78%
Females78%
Males77%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged77%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate78%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Chemistry

All Students59%
Females52%
Males65%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)57%
Economically disadvantagedn/a
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate54%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Earth Science

All Students62%
Females47%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)64%
Economically disadvantaged62%
Non-economically disadvantaged62%
Students with disability42%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only61%
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 graduate75%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

English Language Arts

All Students81%
Females84%
Males78%
African American62%
Asian86%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged64%
Non-economically disadvantaged83%
Students with disability56%
Students with no reported disability83%
English learner28%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)80%
Parent education - college graduate82%
Parent education - graduate school/post graduate82%
Parent education - declined to state94%

Geometry

All Students14%
Females15%
Males12%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)12%
Economically disadvantaged30%
Non-economically disadvantaged11%
Students with disability0%
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)13%
Parent education - college graduate15%
Parent education - graduate school/post graduate15%
Parent education - declined to staten/a

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

All Students80%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
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

Science

All Students79%
Females76%
Males82%
African American62%
Asian91%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged66%
Non-economically disadvantaged80%
Students with disability48%
Students with no reported disability81%
English learner39%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)73%
Parent education - college graduate79%
Parent education - graduate school/post graduate82%
Parent education - declined to state82%

World History

All Students71%
Females70%
Males72%
African American53%
Asian88%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged52%
Non-economically disadvantaged73%
Students with disability33%
Students with no reported disability75%
English learner28%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)69%
Parent education - college graduate72%
Parent education - graduate school/post graduate77%
Parent education - declined to state63%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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

Algebra II

All Students16%
Females15%
Males17%
African American14%
Asian27%
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)16%
Economically disadvantagedn/a
Non-economically disadvantaged16%
Students with disability0%
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only15%
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)22%
Parent education - college graduate20%
Parent education - graduate school/post graduate15%
Parent education - declined to state8%

Biology/Life Sciences

All Students85%
Females84%
Males85%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate82%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Chemistry

All Students59%
Females44%
Males73%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantagedn/a
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)31%
Parent education - college graduate67%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Earth Science

All Students72%
Females67%
Males77%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)68%
Economically disadvantaged91%
Non-economically disadvantaged71%
Students with disability25%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate77%
Parent education - graduate school/post graduate78%
Parent education - declined to state55%

English Language Arts

All Students77%
Females79%
Males74%
African American47%
Asian82%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged78%
Non-economically disadvantaged76%
Students with disability29%
Students with no reported disability81%
English learner18%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate80%
Parent education - declined to state63%

Geometry

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)0%
Economically disadvantagedn/a
Non-economically disadvantaged0%
Students with disability0%
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
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 graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students61%
Females53%
Males67%
African Americann/a
Asian72%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
White (not Hispanic)59%
Economically disadvantaged63%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate28%
Parent education - some college (includes AA degree)31%
Parent education - college graduate64%
Parent education - graduate school/post graduate70%
Parent education - declined to state67%

Physics

All Students72%
Females65%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)68%
Economically disadvantagedn/a
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented95%
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 graduate71%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

U.S. History

All Students77%
Females73%
Males82%
African American53%
Asian86%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged70%
Non-economically disadvantaged78%
Students with disability40%
Students with no reported disability81%
English learner29%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate68%
Parent education - some college (includes AA degree)64%
Parent education - college graduate81%
Parent education - graduate school/post graduate83%
Parent education - declined to state57%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-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 - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2012.

469 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
97%

2010

 
 
96%

2009

 
 
94%
Math

The state average for Math was 84% in 2012.

448 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
98%

2010

 
 
99%

2009

 
 
97%
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

English Language Arts

All Students95%
Females98%
Males93%
African American95%
Asian95%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged84%
Non-economically disadvantaged96%
Economic Status Unknown97%
Students with disability71%
Tested with modificationsn/a
English learner58%
Language Fluency Unknown100%
Migrant educationn/a

Math

All Students97%
Females96%
Males97%
African American81%
Asian100%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged85%
Non-economically disadvantaged98%
Economic Status Unknown97%
Students with disability78%
Tested with modifications0%
English learner92%
Language Fluency Unknown100%
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 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.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 68% 28%
Asian 16% 8%
African American 7% 7%
Hispanic or Latino 5% 49%
Multiple or No Response 3% 3%
Filipino 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 17%N/A24%
Students eligible for free or reduced-price lunch program 26%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Farsi (Persian) 28% 0%
Korean 24% 1%
Hebrew 13% 0%
French 8% 0%
Spanish 7% 85%
All other non-English languages 4% 1%
Japanese 3% 0%
Mandarin (Putonghua) 3% 1%
Portuguese 2% 0%
Russian 2% 0%
Cantonese 1% 2%
German 1% 0%
Hungarian 1% 0%
Indonesian 1% 0%
Rumanian 1% 0%
Urdu 1% 0%
Vietnamese 1% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 26N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 11N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 95%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

241 Moreno Drive
Beverly Hills, CA 90212
Website: Click here
Phone: (310) 229-3685

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