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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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.
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
When my child has two inspiring teaches I'm feel fortunate. Last year she had three!
—Submitted by a parent
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
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
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
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
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
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
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
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.
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
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
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
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
152 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
426 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
425 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
249 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 13% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
260 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
128 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
465 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
154 students were tested at this school in 2012.
2012
2011
2010
2009
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
2011
2010
2009
The state average for Science was 53% in 2012.
462 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
382 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
123 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
107 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
516 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
39 students were tested at this school in 2012.
2012
2011
2010
2009
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
2011
2010
2009
The state average for Physics was 56% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
507 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
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
| All Students | 40% |
| Females | 48% |
| Males | 31% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 19% |
| Non-economically disadvantaged | 43% |
| Students with disability | 24% |
| Students with no reported disability | 41% |
| English learner | 29% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 38% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | n/a |
| Males | 73% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 77% |
| Males | 70% |
| African American | 48% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 77% |
| Students with disability | 29% |
| Students with no reported disability | 78% |
| English learner | 47% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 84% |
| Males | 82% |
| African American | 67% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 85% |
| Students with disability | 50% |
| Students with no reported disability | 85% |
| English learner | 42% |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 62% |
| Males | 66% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 83% |
| Males | 93% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
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
| All Students | 26% |
| Females | 37% |
| Males | 13% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 25% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 29% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 54% |
| Males | 66% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 78% |
| Males | 77% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 52% |
| Males | 65% |
| African American | n/a |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 65% |
| Parent education - declined to state | n/a |
| All Students | 62% |
| Females | 47% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 62% |
| Students with disability | 42% |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 84% |
| Males | 78% |
| African American | 62% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 83% |
| Students with disability | 56% |
| Students with no reported disability | 83% |
| English learner | 28% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 94% |
| All Students | 14% |
| Females | 15% |
| Males | 12% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 12% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 11% |
| Students with disability | 0% |
| Students with no reported disability | 17% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 15% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 76% |
| Males | 82% |
| African American | 62% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 80% |
| Students with disability | 48% |
| Students with no reported disability | 81% |
| English learner | 39% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 82% |
| All Students | 71% |
| Females | 70% |
| Males | 72% |
| African American | 53% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 73% |
| Students with disability | 33% |
| Students with no reported disability | 75% |
| English learner | 28% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 63% |
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 16% |
| Females | 15% |
| Males | 17% |
| African American | 14% |
| Asian | 27% |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 16% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 16% |
| Students with disability | 0% |
| Students with no reported disability | 18% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 20% |
| Parent education - graduate school/post graduate | 15% |
| Parent education - declined to state | 8% |
| All Students | 85% |
| Females | 84% |
| Males | 85% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 59% |
| Females | 44% |
| Males | 73% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 67% |
| Males | 77% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 71% |
| Students with disability | 25% |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | 55% |
| All Students | 77% |
| Females | 79% |
| Males | 74% |
| African American | 47% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 76% |
| Students with disability | 29% |
| Students with no reported disability | 81% |
| English learner | 18% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | 63% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 53% |
| Males | 67% |
| African American | n/a |
| Asian | 72% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 31% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 67% |
| All Students | 72% |
| Females | 65% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 73% |
| Males | 82% |
| African American | 53% |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 78% |
| Students with disability | 40% |
| Students with no reported disability | 81% |
| English learner | 29% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 57% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
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
The state average for English Language Arts was 83% in 2012.
469 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
448 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 95% |
| Females | 98% |
| Males | 93% |
| African American | 95% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 97% |
| Students with disability | 71% |
| Tested with modifications | n/a |
| English learner | 58% |
| Language Fluency Unknown | 100% |
| Migrant education | n/a |
| All Students | 97% |
| Females | 96% |
| Males | 97% |
| African American | 81% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 97% |
| Students with disability | 78% |
| Tested with modifications | 0% |
| English learner | 92% |
| Language Fluency Unknown | 100% |
| Migrant education | n/a |
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 7% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 6% | N/A | 52% |
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 26 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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241 Moreno Drive
Beverly Hills,
CA 90212
Website: Click here
Phone: (310) 229-3685
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