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Teacher quality
Principal leadership
Parent involvement
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
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.
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.
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.
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
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.
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.
curtiss middle school is the best school ever and evry kid should go you get a very good education
—Submitted by a student
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.
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
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
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
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
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
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
I think curtiss is a great school but it will be evn better if they didnt have to wear uniform.
—Submitted by a parent
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 48% in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
177 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
179 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
229 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
233 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
243 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
235 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 35% |
| Females | 36% |
| Males | 33% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 13% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 85% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 27% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 34% |
| Females | 34% |
| Males | 33% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 48% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 0% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 37% |
| Parent education - college graduate | 36% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 34% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 51% |
| Males | 38% |
| African American | 46% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | 9% |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 45% |
| All Students | 31% |
| Females | 34% |
| Males | 27% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 0% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 14% |
| Females | 15% |
| Males | 14% |
| African American | 13% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 16% |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | 36% |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 11% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | 42% |
| Females | 46% |
| Males | 37% |
| African American | 40% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 43% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 32% |
| Males | 33% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 38% |
| Students with disability | 0% |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | 42% |
| Females | 41% |
| Males | 43% |
| African American | 36% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 52% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 40% |
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 72% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 99% | 85% | ||
| Cantonese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 7 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1254 East Helmick Street
Carson,
CA 90746
Website: Click here
Phone: (310) 661-4500
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