Advertisement
Advertisement

GreatSchools Rating

Beverly Hills High School

Public | 9-12 | 1975 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 5 ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

46 reviews of this school


Sort by:
Show reviews by:
Posted August 9, 2014

While there are some things that could be improved and some teachers that should be fired, I really enjoyed Beverly. Coming from a private school I found Beverly very welcoming and even better than my private school (for 30k less). The athletics and academics are top notch. I would definately choose Beverly over a private school any day. Beverly is great.


Posted July 18, 2014

I totally concur with the negative comments. Proof that academics is second to athletics is the bell schedule and that one-third of the graduating class will be going to a community college. The principal should be fired. The policies should be revamped to support and motivate kids to strive for excellence. The counselors and teachers should encourage the same. The old building is depressing and needs a paint job. The pest problems need to be better addressed. This school needs a major overhaul. I am so sorry my kid attends this school.
—Submitted by a parent


Posted July 13, 2014

A graduate of Beverly myself, my son will be attending this Fall and we are truly blessed to have him do so. There are so many groups and programs for him to join and his wonderful Councelor has already set a course for him For the next four years. I am married to an educator with over 23 years of teaching expearience and we are both very happy to send out sons to Beverly. This is truly a blessing
—Submitted by a parent


Posted February 23, 2014

We have found that BHHS has some gifted, experienced, caring teachers. However: some gifted teachers have been let go, and abusive teachers allowed to stay on, causing some students to flee the school, and a climate of demoralization to linger for those who stay; the school is overall slanted more towards athletics than academics however mediocre athletic results are the accepted norm; the campus is run down and dirty and some of the textbooks are so old they disintegrate in your hands, yet the district spends millions of school dollars on lawsuits against the city s subway builders and former school district employees, 4) a thick policy manual called DISCIPLINE is off-putting to students and parents, making it seem like they're going to prison not school, 5) the theater program is not competitive, sad for the onetime high school of gifted Hollywood actors, 6) there is nothing educationally cutting-edge, inspirational or supportive that trickles down from this administration, instead there is a palpable feeling of neglect in the hallways, unhappiness in the students faces. This school and district need some smart, experienced, and caring leadership FAST. People are moving away.
—Submitted by a parent


Posted August 11, 2013

I find it laughable that the majority of negative reviews come from parents. Beverly Hills High is a fantastic school that places high precedents on its students. In general, the teachers are strong and are also ready to help students when assistance is needed. The faculty is typically diligent in its work, but it occasionally slacks off and can become difficult to contact. My only other gripe is that most of the facilities, and especially the main building, are outdated and in need of repair. Really, the main building needs dynamite.
—Submitted by a student


Posted August 9, 2013

hi my son goes to this school. he constantly complains on the lack of quality teachers, a dirty campus, and bogus rules. ive talked to my friends and there kids have said the same. just because this school is in beverly hills, people think that this school is at a high standard. its the exact opposite. grades do not reflect on the student whatsoever, the teachers barely engage their students, the rules that i have read make no sense and are unnecessarily brutal. the counselors dont help my son suceed and its just painful seeing him so unhappy with his school as is the same with about 90% of his classmates. not a good school, highly dont recommend.
—Submitted by a parent


Posted July 9, 2013

Beverly has great academics and dedicated teachers. However, I think the school needs to work on building more school pride and extra-curricular involvement. Many of the students have a "too cool for school" attitude and do not participate in school clubs or even social events. Also, college counseling services can always be improved to help students strengthen their applications. Despite the strong academic preparation provided by Beverly, the acceptance rate of students by top tier colleges is not as high compared to local private schools such as Harvard Westlake.
—Submitted by a student


Posted 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


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

About these ratings

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

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

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

This school's
API score

865

Change from
2012 to 2013

-2

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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 2013

This school's
API score

865

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

-2

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

9 / 10

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

7 / 10

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

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

238 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
40%

2011

 
 
35%

2010

 
 
42%
Algebra II

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

11 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
84%

2011

 
 
87%

2010

 
 
82%
Biology/Life Sciences

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

330 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
74%

2011

 
 
74%

2010

 
 
72%
Earth Science

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

36 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

374 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
83%

2011

 
 
86%

2010

 
 
85%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

127 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
64%

2011

 
 
74%

2010

 
 
69%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

83 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
88%

2011

 
 
95%

2010

 
 
89%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

18 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
26%

2011

 
 
15%

2010

 
 
24%
Algebra II

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

241 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
61%

2011

 
 
63%

2010

 
 
56%
Biology/Life Sciences

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

135 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
78%

2011

 
 
76%

2010

 
 
59%
Chemistry

The state average for Chemistry was 46% in 2013.

173 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
59%

2011

 
 
70%

2010

 
 
60%
Earth Science

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

31 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
62%

2011

 
 
61%

2010

 
 
47%
English Language Arts

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

433 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
81%

2011

 
 
77%

2010

 
 
71%
Geometry

The state average for Geometry was 15% in 2013.

140 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
14%

2011

 
 
24%

2010

 
 
20%
High School (Summative) Mathematics (Grade 9-11)

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

23 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
80%

2011

 
 
90%

2010

 
 
91%
Science

The state average for Science was 54% in 2013.

427 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%

2011

 
 
79%

2010

 
 
69%
World History

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

393 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%

2011

 
 
63%

2010

 
 
51%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
17%
Algebra II

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

120 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
16%

2011

 
 
19%

2010

 
 
24%
Biology/Life Sciences

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

99 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
85%

2011

 
 
82%

2010

 
 
64%
Chemistry

The state average for Chemistry was 32% in 2013.

129 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
59%

2011

 
 
60%

2010

 
 
41%
Earth Science

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

102 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
72%

2011

 
 
65%

2010

 
 
56%
English Language Arts

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

454 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
77%

2011

 
 
77%

2010

 
 
67%
Geometry

The state average for Geometry was 8% in 2013.

27 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
0%

2011

 
 
7%

2010

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

255 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
61%

2011

 
 
63%

2010

 
 
56%
Physics

The state average for Physics was 58% in 2013.

51 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
72%

2011

 
 
63%

2010

 
 
59%
U.S. History

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

448 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
77%

2011

 
 
75%

2010

 
 
64%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
32%

2010

 
 
0%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students58%
Females59%
Males56%
African American67%
Asian77%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)55%
Economically disadvantaged45%
Not economically disadvantaged58%
Students with disability23%
Students with no reported disability61%
English learner59%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)55%
Parent education - college graduate58%
Parent education - graduate school/post graduate60%
Parent education - declined to staten/a

Algebra II

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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

Biology/Life Sciences

All Students75%
Females75%
Males75%
African American58%
Asian82%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged67%
Not economically disadvantaged76%
Students with disability15%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)60%
Parent education - college graduate73%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Earth Science

All Students58%
Females36%
Males73%
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)61%
Economically disadvantagedn/a
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
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 graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students84%
Females88%
Males82%
African American76%
Asian83%
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 disadvantaged90%
Not economically disadvantaged84%
Students with disability59%
Students with no reported disability86%
English learner13%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)74%
Parent education - college graduate85%
Parent education - graduate school/post graduate90%
Parent education - declined to state85%

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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students100%
Females100%
Males99%
African Americann/a
Asian100%
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)99%
Economically disadvantagedn/a
Not economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability99%
English learnern/a
Fluent-English proficient and English only99%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

All Students91%
Females95%
Males87%
African Americann/a
Asian95%
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)91%
Economically disadvantagedn/a
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only97%
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 graduate93%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students17%
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)25%
Economically disadvantagedn/a
Not economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only17%
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 Students58%
Females57%
Males59%
African Americann/a
Asian67%
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)60%
Economically disadvantaged44%
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)34%
Parent education - college graduate58%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

Biology/Life Sciences

All Students70%
Females73%
Males65%
African Americann/a
Asian80%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantagedn/a
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability72%
English learner42%
Fluent-English proficient and English only72%
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)57%
Parent education - college graduate70%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Chemistry

All Students56%
Females59%
Males52%
African Americann/a
Asian56%
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)56%
Economically disadvantaged25%
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduate47%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Earth Science

All Students52%
Females47%
Males56%
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)52%
Economically disadvantagedn/a
Not economically disadvantaged54%
Students with disabilityn/a
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only55%
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 Students74%
Females75%
Males75%
African American63%
Asian79%
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged58%
Not economically disadvantaged76%
Students with disability27%
Students with no reported disability79%
English learner14%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)67%
Parent education - college graduate74%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Geometry

All Students17%
Females18%
Males16%
African American9%
Asian58%
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)11%
Economically disadvantaged0%
Not economically disadvantaged19%
Students with disability0%
Students with no reported disability21%
English learner38%
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 graduate7%
Parent education - some college (includes AA degree)10%
Parent education - college graduate13%
Parent education - graduate school/post graduate34%
Parent education - declined to staten/a

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

All Students83%
Femalesn/a
Males85%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
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 graduate83%
Parent education - declined to staten/a

Science

All Students76%
Females77%
Males76%
African American68%
Asian82%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged63%
Not economically disadvantaged77%
Students with disability26%
Students with no reported disability81%
English learner41%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)66%
Parent education - college graduate76%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

World History

All Students66%
Females63%
Males67%
African American42%
Asian88%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged47%
Not economically disadvantaged67%
Students with disability22%
Students with no reported disability71%
English learner56%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)50%
Parent education - college graduate63%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students17%
Females14%
Males20%
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)14%
Economically disadvantaged18%
Not economically disadvantaged17%
Students with disability14%
Students with no reported disability17%
English learnern/a
Fluent-English proficient and English only16%
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)11%
Parent education - college graduate17%
Parent education - graduate school/post graduate21%
Parent education - declined to staten/a

Biology/Life Sciences

All Students81%
Females82%
Males82%
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)84%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only82%
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 graduate71%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Chemistry

All Students50%
Females37%
Males61%
African Americann/a
Asian76%
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)50%
Economically disadvantaged64%
Not economically disadvantaged49%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)44%
Parent education - college graduate49%
Parent education - graduate school/post graduate61%
Parent education - declined to staten/a

Earth Science

All Students63%
Females63%
Males63%
African Americann/a
Asian83%
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)62%
Economically disadvantagedn/a
Not economically disadvantaged63%
Students with disability36%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only64%
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)57%
Parent education - college graduate64%
Parent education - graduate school/post graduate74%
Parent education - declined to staten/a

English Language Arts

All Students74%
Females76%
Males71%
African American67%
Asian81%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged70%
Not economically disadvantaged74%
Students with disability33%
Students with no reported disability77%
English learner36%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)73%
Parent education - college graduate74%
Parent education - graduate school/post graduate78%
Parent education - declined to state88%

Geometry

All Students18%
Females25%
Males9%
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)18%
Economically disadvantagedn/a
Not economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only18%
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 graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students54%
Females51%
Males57%
African Americann/a
Asian63%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged33%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
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)18%
Parent education - college graduate52%
Parent education - graduate school/post graduate65%
Parent education - declined to staten/a

Physics

All Students51%
Females38%
Males60%
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)49%
Economically disadvantagedn/a
Not economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only51%
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 graduate53%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

U.S. History

All Students72%
Females66%
Males78%
African American45%
Asian80%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged65%
Not economically disadvantaged73%
Students with disability38%
Students with no reported disability76%
English learner29%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate54%
Parent education - some college (includes AA degree)69%
Parent education - college graduate72%
Parent education - graduate school/post graduate75%
Parent education - declined to state71%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

444 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 84% in 2013.

428 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
97%

2011

 
 
98%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students96%
Females99%
Males93%
Gender Unknownn/a
African American92%
Asian98%
Filipinon/a
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged94%
Not economically disadvantaged96%
Economic Status Unknown100%
Students with disability80%
Tested with modificationsn/a
English learner75%
Language Fluency Unknown100%
Migrant educationn/a

Math

All Students96%
Females97%
Males96%
Gender Unknownn/a
African American87%
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged91%
Not economically disadvantaged97%
Economic Status Unknown95%
Students with disability71%
Tested with modifications0%
English learner90%
Language Fluency Unknown100%
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 73%
Asian 13%
Hispanic 7%
Black 5%
Two or more races 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 5%N/AN/A
English language learners 4%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


Help other families

Millions of families turn to GreatSchools for help with their
school search. You can help these families by providing
a few details about this school.

Administrators & teachers: Let your school shine!

Help your school shine online by adding program highlights, photos and more on GreatSchools! Get started »

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem
Notice an inaccuracy? Let us know!

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

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools



Bais Chana Chabad
Los Angeles, CA


Yeshivat Ohr Chanoch
Los Angeles, CA




ADVERTISEMENT
ADVERTISEMENT