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GreatSchools Rating

City Honors College Preparatory Charter School

Charter | 9-12

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 11 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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56 reviews of this school


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Posted September 8, 2014

Last week the school had a assembly. It was the first week of school. I think that the school needs a new principal because she tried to scare us by saying that we had to ware uniform and not curse. She even said TRY ME two times to a boy who made a comment out loud. The students need someone who listens to our opinions. We should feel free to make comments abourt our school. I am thinking of attending a new school allready.
—Submitted by a student


Posted June 21, 2014

This year has been pathetic. I have calle every day for three weeks and not spoken to anyone. The lady in the office never can answer my question and I have calle several times allready. My daughter told me that her friends were taken to a fun fieldtrip by the principle on a school day and I want to know why my child was not taken and why it was secret. This school needs to communicate with parents more. I have not been to one parent meating this year and I have allot of suggestions and concerns.
—Submitted by a parent


Posted March 19, 2014

Who is the principal of this school???? Every time I come she is hardly there. My child constantly complains about the lack of interaction he has with the principal and counselor. We need a new leader!!!!! Maybe someone more interactive & engaging.
—Submitted by a parent


Posted November 6, 2013

This school is definitely unorganized. This school year has been constantly changing things and not informing the parents. I can't begin to say how many times since September they have changed their decision on the staffing. My daughter is concerned about if she will have all the proper credits to apply for college, they moved her in the middle of the school semester, saying that one of the teachers messed up the class schedules. She has 1 more year and I don't wish to put her in another school since she has been here since 9th Grade, but this is unacceptable especially if you call yourself a College Prep High School and you are no where near organized. Ms. Brown is supposedly back but she has given some conflicting messages, they really need to get their act together and concentrate on making this a school that honors their name. Definitely need more socializing activities and motivation for their students.
—Submitted by a parent


Posted August 9, 2013

My school has changed. And not for the better. We have lost our fun activities - the ones that make going back to the classroom worthwhile. Some of my classmates are talking about leaving the school because the high school next door has more options than we had last year. We didn't even have student meetings so that the principal could tell us about what would be offered this year. My friends all think that because Mrs. brown left, things have changed. We don't have school spirit because there is no motivational speeches or visitors or even visits from the principal to hype us up before testing. Ppl are fighting because they know they can get away with it. That was never the case-we knew Mrs. Brown would find out and we respected her. How can we respect someone who doesn't even know us?


Posted July 26, 2013

City Honors has really changed this year. In the past, the students would seem excited about coming to school, talked about the help they received, and the open-door policy the principal had. This year, since the new principal came to City Honors, parents and students wait a very long time to address issues that are occurring at the school site. This single change, a change in administration, has caused a change in the school's culture. What is going on? Something must be done to bring back the structure that the old administration helped so passionately to build.


Posted July 18, 2013

As an educator, I been totally overlooked and under appreciated this year. The sad part about it is that my students notice how our new admin treats us teachers. They even comment about the detachment of any sort of relationship between the new principal and themselves. It is disheartening and sad to see our students not wanting to continue to stay at the school due to the lack of admin presence on campus as well as in classrooms. Not only does she do that, she criticizes the staff and talks to only certain teachers in her office -- when they should be in their classrooms teaching. As a new principal, it was her job to acclimate to the new campus of CH. She has done no such thing. We need strong instructional leadership on our campus. Teachers and students are FED up!
—Submitted by a teacher


Posted July 10, 2013

I wish Mrs. Brown would come back as principal. The "family like" atmosphere promoted community, academia, and a genuiness that the new principal doesn't have!!!!!! BRING BACK THE VISION OF CITY HONORS....OUR CHILDREN MATTER!!!
—Submitted by a parent


Posted June 27, 2013

The principal spends all her time in her office pushing papers and makong phone calls. She delegates discipline decisions and dealing with parents to the school secretary. You never see her in classrooms. She doesn't know the majority of students' names and doesn't interact with them.


Posted June 27, 2013

Parents have no been involved in any decision making processes this year. A parent letter was sent home saying that there would be meetings but not one has taken place. The school is moving and the principal did not even meet with us to discuss it. As a parent, I have several questions. When I called the school to inquire, I received a rude response. Mrs. Brown (the old principal) would have handled the move differently. Parents received a letter with two paragraphs, what school does this? Our children make the school...without them, there would be NO City Honors. I do applaud the teachers, who stay in constant contact with parents and send information home or even greet us when they come into the office. There are ppl in the office who also help & have a smile on their face.... However, I expected more from the leader of the school! After Mr. Taylor's visit at the first and only parent meeting, I thought the vision of the school from the past administration and staff would continue. I guess I was mistaken. It's a shame that this school has no solid leadership!
—Submitted by a parent


Posted June 23, 2013

More parents and the community needs to get involved! There is evidently a major shift at the school and some guardians and parents do not like what is going on. I am thinking of taking my nephew out of the school in Sept. if something does not change.


Posted March 20, 2013

This school has it's good and bad. The Good thing is it's a good environment, not too much drama or students fighting. Also there you can take collage classes. They do need better teachers but I don't know if it's there fault. I started in summer of 2008 and there were good teachers but a lot of them where laid off. They kept the teachers who were in the district longer and got rid of a lot of great teachers. There only one good English teach left she tough but good at what she does. The clubs are only as good as the student who's in them make it. The geometry teach is a good teacher if you listen to what he's saying but that's not easy since they need to learn to control the student in the class. Over all it's not that much of an Honors school but it's a good place to meet great people since it's small. You'll be close to teacher's/ staff and students
—Submitted by a teacher


Posted February 5, 2013

Im a student of city honors high school, I started my freshman year and im a junior now. At first I was dissappointed because the school was small and i wanted to go to a high school jus like the one on t.v. so i transferred. And i found out that City honors was a great school. A big high isn't for everyone, and a lot of people talk about the teachers, and how their is no clubs but at that school you can start your own club. Take college courses at the school. And enjoy high school a little better because it's more homey and you get to no EVERYONE,since its small. Every school has its up's and down's.


Posted February 5, 2013

I personally go to City Honors and I tell everyone that i know NOT to go here. I'm trying to leave this school myself...Don't let the name trick you..this is nowhere near a honors school... I thought the school was going to be awesome.. but no this school has a few good teachers and then horrible teachers. there is no balance.. the English teacher needs to retire. the P.E teacher needs to be Fired. the sociology teacher is great, the Biology teacher is awesome, the Geometry needs to learn how to control his class, and the new Spanish teacher seems okay so far...but overall.. don't send anyone you know here...


Posted November 12, 2012

This is not really a good school.. Half the school wears uniform and none of the seniors do. The geometry teacher can't control his class and he does nothing about it but give everyone A's. The Biology teacher has them do a lot of extra things and makes the class harder then it should be.. This school is just typically inglewood.. Dont get mistaken by the name
—Submitted by a parent


Posted March 15, 2011

I agree with many of the students when they say that City Honors is overrated because it is. However, with the opportunity of college classes, I was able excel in college, which I am presently attending. Though what I would like to say is that even though not every teacher in City Honors is the best, there are some that are so wonderful, and by wonderful I mean some of greatest people who know so much about life and making decisions, if not academia. And honestly, I must say that the close relationships I developed with my teachers, at least the ones that I had, which are still there, is what really made me proud of attending City Honors. Being in college I see how unprepared I was, but in the end, I have learned to appreciate the high school I grew up in because of the awesome teachers that always had my back. So take advantage of developing relationships with teachers there because they are truly cool! So students currently attending City Honors, don't be so jaded. Just hang in there and enjoy your time while you can because when you start college, the real work will begin.
—Submitted by a student


Posted August 26, 2010

This school does have excellent teachers. However, some teachers don't have the ability to teach that makes all of the students understand. The majority of the staff does care about our future. Our school does need more support. More activities and courses are needed to give the school more diversity. In order for that to happen, our school needs a bigger campus. Plus, there has to be something that makes the students proud that they go to City Honors. There isn't a lot of school spirit. I wish there was a wider range of college classes to choose from and take on campus. The school needs more organization when it comes to all schoolwide events. I hope to see some changes within a few years.
—Submitted by a student


Posted April 12, 2010

I am a sophomore and I have attended City Honors since my freshman year. This school seems to spoken of very highly, but I was extremely disappointed when I began school there. They speak of all the classes and clubs they have,yet they dont have many. The environment is decent, but overall it is not at all what an 'honor' school should consist of. The staff is split 50/50. There are some extremely immature, neglegent teachers; while there are some EXCELLENT teachers. This school is okay, but I would not suggest it. It is very overrated. You can receive the same quality education at the surrounding high schools. The only advantage is the small campus.
—Submitted by a student


Posted March 9, 2010

i am freshman and city honors and was somewhat dissapointed with city honors at the begiining when they come to your school they say they have all these classes and clubs they dont have but city honors does offer a staff that does care including the principal and they are always trying to have their students accepted to college ............overall city honors is getting better as more well rounded school but the math program needs to be addresed the teacher for ninth grade is really nice but not qualified....as the school gets better i will be much happier..
—Submitted by a student


Posted February 28, 2010

I am a parent of a recent graduate of City Honors class of 2009. I am extremely happy to say that Ms. Brown and her staff are excellent. My son graduated 4.0 and was excepted into over 5 different Universities. The staff at City Honors work very hard in preparing their students. I rate this school the highest honors. The success of a student begins with the parent(s) and the students will to listen and learn.
—Submitted by a parent


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

757

Change from
2012 to 2013

-28

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

10 / 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 2013.
  • 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 2013

This school's
API score

757

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

-28

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)

7 / 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)

10 / 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.

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Algebra II

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

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Biology/Life Sciences

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

89 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
48%

2011

 
 
47%

2010

 
 
49%
Earth Science

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

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English Language Arts

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

93 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
63%

2011

 
 
71%

2010

 
 
77%
General Mathematics (Grades 6 & 7 Standards)

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

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Geometry

The state average for Geometry was 45% in 2013.

88 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
5%

2011

 
 
12%

2010

 
 
13%
Integrated/Coordinated Science I

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

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Physics

The state average for Physics was 38% in 2013.

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World History

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

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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.

2013

 
 
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2012

 
 
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2011

 
 
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2010

 
 
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Algebra II

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

84 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
20%

2011

 
 
18%

2010

 
 
21%
Biology/Life Sciences

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

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Chemistry

The state average for Chemistry was 46% in 2013.

90 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
33%

2011

 
 
17%

2010

 
 
27%
Earth Science

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

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English Language Arts

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

91 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
69%

2011

 
 
65%

2010

 
 
75%
Geometry

The state average for Geometry was 15% in 2013.

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

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

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Science

The state average for Science was 54% in 2013.

92 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
50%

2011

 
 
70%

2010

 
 
69%
World History

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

92 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
44%

2011

 
 
42%

2010

 
 
46%
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

 
 
n/a
Algebra II

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

16 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

24 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
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2011

 
 
n/a

2010

 
 
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Chemistry

The state average for Chemistry was 32% in 2013.

12 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
n/a

2011

 
 
29%

2010

 
 
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Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

154 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
56%

2011

 
 
60%

2010

 
 
68%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
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2011

 
 
n/a

2010

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

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

131 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
5%

2011

 
 
12%

2010

 
 
13%
Physics

The state average for Physics was 58% in 2013.

102 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
8%

2011

 
 
31%

2010

 
 
28%
U.S. History

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

150 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
62%

2011

 
 
67%

2010

 
 
66%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

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 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

Biology/Life Sciences

All Students29%
Females31%
Males27%
African American26%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduate40%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)37%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

English Language Arts

All Students69%
Females68%
Males70%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Not economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate63%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)81%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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 Students1%
Females0%
Males3%
African American2%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability1%
English learnern/a
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)4%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
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 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

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 Students13%
Females17%
Males6%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)13%
Parent education - college graduate26%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

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

Chemistry

All Students27%
Females29%
Males25%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Not economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)37%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

English Language Arts

All Students66%
Females68%
Males63%
African American69%
Asiann/a
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)n/a
Economically disadvantaged66%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)81%
Parent education - college graduate63%
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
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

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

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

Science

All Students47%
Females40%
Males63%
African American49%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)54%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students46%
Females38%
Males59%
African American49%
Asiann/a
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)n/a
Economically disadvantaged47%
Not economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)61%
Parent education - college graduate58%
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

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 Students0%
Femalesn/a
Malesn/a
African American0%
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 disability0%
English learnern/a
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students55%
Females50%
Malesn/a
African American57%
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 disadvantaged50%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only54%
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

Chemistry

All Students8%
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 disability8%
English learnern/a
Fluent-English proficient and English only8%
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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

English Language Arts

All Students56%
Females48%
Males68%
African American47%
Asiann/a
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)n/a
Economically disadvantaged54%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate67%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)50%
Parent education - college graduate58%
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
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

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

All Students8%
Females8%
Males9%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Not economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talented12%
Parent education - not a high school graduate6%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)10%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students16%
Females13%
Males20%
African American7%
Asiann/a
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)n/a
Economically disadvantaged16%
Not economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented24%
Parent education - not a high school graduate29%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)14%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students60%
Females52%
Males72%
African American51%
Asiann/a
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)n/a
Economically disadvantaged58%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate76%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)51%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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.

94 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 84% in 2013.

95 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
90%

2011

 
 
99%

2010

 
 
98%
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 Students95%
Females95%
Males94%
Gender Unknownn/a
African American96%
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged96%
Not economically disadvantaged83%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students83%
Females84%
Males82%
Gender Unknownn/a
African American85%
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged86%
Not economically disadvantaged77%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
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
Black 58%
Hispanic 38%
Asian 1%
Two or more races 0%
White 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 81%N/AN/A
English language learners 2%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

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School basics

School Leader's name
  • Penny Fraumeni
Fax number
  • (310) 330-5209

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College preparatory

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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155 West Kelso Avenue
Inglewood, CA 90301
Website: Click here
Phone: (310) 680-4880

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