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GreatSchools Rating

Glenn Hammond Curtiss Middle School

Public | 3-8 | 964 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings
2010:
Based on 1 rating

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23 reviews of this school


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Posted April 26, 2012

Curtiss is a very good public school. The teachers are all highly qualified and many of them have master's degrees or above. The teachers tremendously care about their students and do whatever it takes to accommodate them and to teach them. The school accepts all types of children including special education children and gifted children. This school has made very significant increases on the CST test in the past 5 years and continues to deliver a very good education to its students despite the severe budget cuts. I highly recommend sending your children to Curtiss Middle School specially the Magnet program. They have honors classes and electives in computers, Spanish and Math.
—Submitted by a teacher


Posted April 26, 2012

Curtiss is a good school. Teachers care about the children a lot and get out of their way to provide them with allwhat they need. I volunteer at Curtiss and that is what Curtiss needs. More parents to be involved and to support the school.


Posted June 11, 2011

Sad to read comments about a school I spent 3 years at and graduated in 1972, but as with everything over the years nothing ever stays the same.


Posted March 23, 2011

I totally agree with all the comments, except for the good ones. I was a student here, (only for a year thank god) and It wasn't an easy road to travel. The teachers don't care, even if the students do. They are not in control of their class, thought mostly because of lack of home training. Therefore, I would like you to please reconsider sending your child here. It is only rare you come across a good teacher. But with a horrible administration you are setting up your child for the worst education possible.


Posted April 7, 2010

I must say I am not happy with this school at all. I read many of the comments and some of the parents mentioned there is very little parent participation. I can honestly say I am not happy with the staff. My child started having problems and when I attempted to reach the school, I got nothing but bounced around. I would request to speak to a specific individual in the counseling office and was transferred numerous times to the voice message of a person I didn't request to speak to or even know. I've left many messages and NEVER received a call back! I noticed when you call the office and get a live person that person always had an attitude. I've witnessed many of the teachers have attitudes as well. How in the world can you get your child on the right track when the administration worthless?
—Submitted by a parent


Posted August 31, 2009

I was a member of the team that worked during the year that Curtiss raised it's API by 48 points, the greatest increase in the local district. I know that the students at Curtiss are able to perform, and can be motivated. HOWEVER, the goal of maintaining a consistent API of 700 and above evades the school because of the vast majority of parents who are not invloved in their children's lives on an academic level. The administrators and the leadership team work so hard to maintain consistent discipline at the school and to keep the focus on academics. However, as mentioned in a previous comment, this community of families seem to have a very large focus on appearances. For example, the parents (both mother and father) want to be in competition with the teachers and support staff for their child's respect. Undermining the work of the staff.


Posted August 3, 2009

I agree with one of the parents who posted here. It's sad but true. For schools like Curtiss with many behavior issues, some teachers grade the students based on their good behavior, not their academic performance. A well-behaved student at Curtiss will likely get A's and B's even if they are doing poorly in school. Parents beware: take your child's grades with a grain of salt. It is more important to know that your child is learning and ready to move on to the next grade level. Just because a student is getting high grades is not always a guarantee that the student is learning.


Posted May 21, 2009

curtiss middle school is the best school ever and evry kid should go you get a very good education
—Submitted by a student


Posted April 23, 2009

I attended Curtiss middle school all three years and I absolutely loved it. I am now currently a senior at Narbonne Senior High School located in Harbor City, Ca and I miss Curtiss and everything I learned there. I had the best of everything. I remember wanting to go to another school at first but upon attendance i fell in love. The people I met and teachers there are exceptional. Mr. Gardner, Mr. Luna, Ms. Bond, Ms. Harris, and Ms. Williams, are just a few of the teachers who inspired me to do all i could and now I am a full time student and work full time and still maintain a 4.25 g.p.a. and also have a very active social life in addition to the extracurricular dance I do for Narbonne. I accredit alot of this success to God, my family, and also to the education I received at Curtiss.


Posted March 10, 2009

My son attended last yr. Despite my active involvement on the PTA, SSC, volunteering, etc. He did horribly academically. I was on campus at least twice a wk. and his teachers neglected to tell me how his grades had dropped. And when I asked how he was doing. They would reply that he was doing great and had good manners. I'm glad that he was polite. However, politeness does not insure good grades. I later found out that they based him doing well compared to the other students who were failing. When I tested my son to have him put in a charter school, he tested so low that he had to repeat the 6th grade this year. Dr. B and Dean Spicer are doing their best but most parents don't do anything. Amusement park trips, cell phones and dances are what the kids care about. No extracullicular activities either.
—Submitted by a parent


Posted November 12, 2008

This school is the pits! I'm going to echo some of the previous reviews. The staff is very rude and condescending. The office staff are lazy and act like you are bothering them when you have a question or concern. The principal shows horrible leadership (Dr.Burem). If she sees you on campus or in the morning, she will make eye contact and smile at you. The minute you have a question for her the smile turns to a frown and she immediately brushes you off and tells you to speak with whomever. I understand that she may be busy at times, but sometimes you have to listen to the concerns raised by parents. The teachers are not the crem de la crem of educators. Most of them honestly don't care, their just collecting paychecks. I've had 3 children go through middle school and I believe Carnegie or Peary are better choices.
—Submitted by a parent


Posted January 24, 2008

This school is the best!
—Submitted by a student


Posted December 1, 2007

I have been attending curtiss middle school for the 6th grade and I love it. But the Dean is kind of harsh but I hope to stay here and the leadership is excellent and great year books! I reccomend you to come here!
—Submitted by a student


Posted July 10, 2007

Curtiss is a horrible school. No leadership, no good teachers, no educational benefits...Noting! I can't believe that this school in the middle of such an sucessful community would be so awful. I am desperately trying to get my child out of there before school starts.
—Submitted by a parent


Posted May 14, 2007

My daughter is in the magnet program there and although she is on the honor roll the curriculum is very easy for her. The environment there is horrible. Some of the teachers talk to the kids with disdain and disrespect as well as the parents. Don't send your child here, my daughter won't be returning next year for sure!
—Submitted by a parent


Posted February 20, 2007

Although I am not too happy with the principals' leadership of the school but few teachers and educators are right track to putting children first. Mrs. Houston, Dean Spicer, Mrs. Trolesi, Mr Luna and Mr. R. Ngaha are individuals who seem to put forth timeless effort motivating and preparing. Bottom line I think the focus of the school is the adult ego not the students best interest. There are more dances, amusement park field trips, football games but none educational.
—Submitted by Cydra, a parent


Posted February 2, 2007

I think curtiss is a great school but it will be evn better if they didnt have to wear uniform.
—Submitted by a parent


Posted August 20, 2006

They speak to parents as if they are a child also and disrespect the child in front of the parents so this shows how they treat your child. If more parent would volunteer there time at the school you would see more and possibly make it better. I have been to some pta meetings and all I could see is that they are trying to correct the wrong doing of those before them. I will see this year may be better.
—Submitted by a parent


Posted August 16, 2006

The staff are very rude. I have witnessed how they talk to students and ignore parents who are waiting for help. Mrs. Brooks is one teacher who I have found to be very interested in the education of the students. She understands them and is able to have the student absorb the information. Instead of concentrating on a uniform policy, this school needs to provide quality teachers and provide sufficient/updated books for class/homework, provide smaller tutoring sessions. This school needs major improvement in administration and teaching.
—Submitted by a parent


Posted June 12, 2006

I think it is a ghetto skool and the kids aren't the icest but I think if you focus your child he/she can suceed. I have to say it is not the best schol ever because of so many distractions but if you put a foot foward you can suceed. The school has very low scrores but my child managed to obtain a 4.0 throughout the scholl year by helping her focus and she did well and anyones child can too.
—Submitted by Gracey Haynes, a student


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

703

Change from
2011 to 2012

-3

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

6 / 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 did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

703

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-3

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

2 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

2012

 
 
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2011

 
 
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2010

 
 
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2009

 
 
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Math

The state average for Math was 69% in 2012.

2012

 
 
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2011

 
 
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2010

 
 
n/a

2009

 
 
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Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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Math

The state average for Math was 71% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 59% in 2012.

177 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
34%

2010

 
 
30%

2009

 
 
31%
Math

The state average for Math was 55% in 2012.

179 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
33%

2010

 
 
28%

2009

 
 
25%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

231 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
39%

2010

 
 
33%

2009

 
 
34%
Math

The state average for Math was 52% in 2012.

231 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
30%

2010

 
 
33%

2009

 
 
18%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 49% in 2012.

229 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
15%

2010

 
 
9%

2009

 
 
13%
English Language Arts

The state average for English Language Arts was 59% in 2012.

233 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
42%

2010

 
 
26%

2009

 
 
26%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
6%
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

243 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
33%

2010

 
 
21%

2009

 
 
14%
Science

The state average for Science was 66% in 2012.

235 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
39%

2010

 
 
24%

2009

 
 
30%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

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

Math

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

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

Math

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

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

Math

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

Science

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students35%
Females36%
Males33%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability35%
English learner13%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate36%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)26%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

Math

All Students34%
Females34%
Males33%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability34%
English learner0%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate32%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)37%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

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

English Language Arts

All Students45%
Females51%
Males38%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability46%
English learner9%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate30%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)50%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

Math

All Students31%
Females34%
Males27%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability31%
English learner0%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate27%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)32%
Parent education - college graduate28%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students14%
Females15%
Males14%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented36%
Parent education - not a high school graduate18%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)11%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

English Language Arts

All Students42%
Females46%
Males37%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate35%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)43%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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

History - Social Science Grade 8 Cumulative

All Students32%
Females32%
Males33%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged38%
Students with disability0%
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only34%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate35%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)30%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Science

All Students42%
Females41%
Males43%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate52%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)51%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
African American 62% 7%
Hispanic or Latino 35% 49%
Filipino 1% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Asian 0% 8%
Multiple or No Response 0% 3%
White 0% 28%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 19%N/A24%
Students eligible for free or reduced-price lunch program 272%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 99% 85%
Cantonese 1% 2%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1254 East Helmick Street
Carson, CA 90746
Website: Click here
Phone: (310) 661-4500

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