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GreatSchools Rating

Inglewood High School

Public | 9-12

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 1 rating

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47 reviews of this school


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Posted September 12, 2014

I graduated this year from inglewood high school and I cant say it's a bad school. The negatives of the school would be that there are many students that don't take the school seriously, the staff isn't understanding, the counselors wont help much, the attendance office was the worse, the worst part about this school was that every idea that we gave to raise money or to have fun would be rejected. I was a teachers assistant on my senior year and the most frustrating thing was that the students always waiting until the day before the grades are due to turn in items that the teacher repeatidly told them to turn in, it would be frustrating and annoying. The positives of this school was the food was great, the electives are really interesting if the student is willing to try new things, it has a college center in the main building, and has amazing ap courses. Although the school isn't so challenging and doesn't have much money. You have to work with what you have I would recommend a day at the school and see how the students and teachers behave


Posted September 10, 2013

Some people say its a bad school but it is not. There are great things happening at inglewood such as a great band, sports and others. The bad kids make up 20-30% of the school but is easy to ignore. Westside schools say bad things but inglewood highschool is up and coming to past them.


Posted August 1, 2013

Hello ,My name is Emara Valentine and I have been attending Inglewood High School for three years now. Honestly we all know that Inglewood High has its reputation, But when you actually there and have experienced things its not how people make it seem. I'm sure people base it on many things such as; riots/fights and test scores. Test scores something Inglewood needs to approve on, but I'm positive that if us students had a lot more preparation the scores would improve. As for me I care about my education I just passed my sophomore year with a 4.0 GPA and I'm absolutely proud of my self to know that my environment cant effect how I think and feel about school. Also there are a lot if teachers who care a lot about the students and how we feel and the grades we get because they may have similar upbringings or can relate to situations we've been in. Inglewood High may have its pros and cons but for the most part their are students who are actually learning and are going to good colleges.


Posted April 6, 2011

So I'm a freshman at IHS right now & this schools isn't as bad as it seems. I am in the GATE program & so my parents wanted me to apply for City Honors. But my moral is, " Don't knock it, until you try it. " So I went to my homeschool which is Inglewood. I had heard of all the bad rumors and truthfully the school is trying. If you notice, all the surrounding schools are charter or you have to apply. So we automatically get some of the bad students, but they make up 20% of us. Most of us care but due to the kids who don't try we look bad. To anyone wodering about the school, it depends what you want in life. Like if you play sports, then you should go here. We have a great sports program. If you focus on school the maybe City Honors or Animo. But still consider us becuase we have AVID ( college prep ) & due to that I'm 1 year ahead of my friends at other schools. We have a collge center and we have a variety of electives. The school spirit is somewhat okay ~ We have random DJ things at lunch. We've had only two pep rallies so far though. But Homecoming week was a b l a s t. So thats it ~ Before you talk, go check us out. Go Wood ~
—Submitted by a student


Posted December 23, 2010

I graduated last year in the top ten and I now am a freshman....See the main difference between inner city schools and predominantly white and/or Asian schools is that urban schools focus on getting the student out (graduating them). On the contrary, suburban schools focus on getting their students into college. Minorities tend to reward failure, while others reward success. Most of the positive reviews don t quite make comprehendible sense. Even though ones success in college is up to them, HS is designed to make the transition smoother. Each level of schooling is supposed to prepare you for the next level right?? So think about that before you start to put all of the blame on students. Student tend to do what they see; so if they see adults/faculty rewarding them just for graduating as suppose to being accepted into college, they will do the bare minimum. So to wrap this up, even though I was able to succeed in college, I was not prepared by my teachers. If I had to do it all over again I would have went to a better high school where the principal and the majority of the staff cared more about the children rather than their paychecks.
—Submitted by a student


Posted December 9, 2009

After reading the comment from the former student who was one of the Top 10 and Honors, I have to say that college is what you make it. I too graduated from Inglewood High although I was not in the Top 10 nor was I a Honors Student however I feel that my teachers did prepare me to the best of their ability. I had to put forth some effort myself. I once felt that high school was a joke and the teachers couldn't possibly know what they are talking about how prepared other students were in college. I must say that Inglewood High School got me to college, it gave me the foundation to accept my responisblity and work very hard to achieve my goal. THere are a lot of people that graduated from IHS and have gone on to higher education and finished....I'm one of them


Posted December 9, 2009

My son graduated from Inglewood High School and went on to a four year university on a full academic scholarship. I think the teachers at IHS were very helpful throughout his years. I believe that some people should not blame the school for their hard time in college. I don't think college was designed to be easy
—Submitted by a parent


Posted November 18, 2009

As a former Honors student who graduated in the top 10 and went on to attend a well known university, I can honestly say that I was very unprepared for higher education by IHS. Though the majority of my instructors were caring and hard working, their teaching resources were extremely limited. Coupled with the school's violence and obvious segregation issues, this school cannot provide the level of education required to successfully attend a four year university. That said, it is up to the student or parent to put in the extra time and effort to master the outdated materials provided. If you or your child are currently attending IHS, know that you will have to work twice as hard as the 'Palisades kids' to make it through your first year of college. Like all things in life however, if you work hard enough, you'll eventually adapt and succeed.


Posted September 26, 2009

inglewood high school, i attend this school now, there acedemic hopes are high, the school needs the parents to involve their students in school more and get their students todo their work, the scool tries but theres 3 factors, the school the parent and the student. me myself have had a pretty good experience, here thus far, there college program is good for college help, and there cheer, drill and band is fantastic. the teachers could involve themselves more, in the students education more, and i beleive that would be possible through a blocked schedule. the school would be greater if they improved lunch time activities, more rallys, more spirit. the api is 601, they want 800 this year, they have high expectations, our school is talented, but again the parents need to get involved. this school is very social with one another. just for a ps.
—Submitted by a student


Posted September 23, 2009

This school is immense. One of the best schools, ever. Let alone, I love it. x
—Submitted by a student


Posted June 14, 2009

I have currently been attending inglewood high for 2 years going on 3 and i have to say there isnt one thing rigorous about the school. We barely have a handful of teachers that care, and everything but learning is going on.Our security guards are okay but arent focused on their job. Everything is unorganized like our attendance program which is ruining peoples grades based on attendance. Our school is always on the verge of losing credits, and just because we have a good band doesnt make up for the fact that our test scores are horrible. The surrounding neighborhood isnt dangerous but the people who walk around it are. I wouldnt recommend this school to any student who has the hopes of being successful.
—Submitted by a student


Posted April 24, 2009

My daughter has attended this school for 9-11 grade & has remained on the honors& principals roll continuosly. The school no longer has a college advisor & getting information on Major & Private Universities is useless there.My daughter has been waiting for a signature for over 1 year now so she could start a girls empowerment mentoring club, the national sponsor has even called. It is hard for determined students & involved parents to get help from the main office personel. This school has been threatened with loosing it's acreditdation for a while now.Aside from the violence & gambling you have to be concerned with the revolving door of overly friendly, touchy security officers.It's a disappointment to our next generation of Doctors, Scientist , Scholors & so on. Praise God we've been accepted to Palisades Charter next year. Hope this helps someone & there are some helpful wonderful teachers at Inglewood.
—Submitted by a parent


Posted April 18, 2009

I have been going to Inglewood for three years and will not be attending for my senior year. This school exhibits unsatisfactory workmanship and is the epitome of where not to go to school. The principal and most of the staff do not care about the students and they only care about reviews and upcoming test scores so that the school will look good but in actuality it is not a good school. They do not prepare you for college let alone prepare you to meet the requirements to graduate. I would never recommend this school to anyone who is serious about furthering their education.
—Submitted by a student


Posted January 12, 2009

I like this school its not that bad as people say it is, plus it has a wonderful band, they won BOTB so its not bad i know i like it.
—Submitted by a student


Posted June 19, 2008

182 seniors of the class of 2008 accepted to 4 year colleges. Avid program - 22 of 27 seniors accepted to UC's College Summit Performing Arts Academy JROTC A hots of sports Peer Mediation African Alliance Caring & Efficient Administrative staff
—Submitted by a teacher


Posted June 6, 2008

I am a current senior who's graduating from inglewood high within a week and a half and i can say that i have had one of the best 4 years in high school possible. Inglewood High has prepared me so far to excel to the school of my choice which i will be attending next year (SJSU). i have to say that all the rumors and everything about inglewood isnt true because inglewood isnt so bad.. those are just words that morningside students throw out there. But hoonestly i would say that inglewood high is overall a better school than morningside
—Submitted by a student


Posted April 7, 2008

The school could have better security. Students are able to leave campus at their liesure. The Counselors are unresponsive and the staff isn't available to answer calls. I always get a voicemail without a return call. Parents have to leave there jobs or go in late to see someone at this school. Yes I do have a problem child but I need the school's help in keeping my child on campus This also concerns me if they have students walking around campus what happens when someone that doesn't belong there is just walking around and is willing to cause harm. Report cards are missing grades.
—Submitted by a parent


Posted April 7, 2008

its a very good scholl with a great band teacher
—Submitted by a parent


Posted April 7, 2008

its a very good school it has the best band!
—Submitted by a parent


Posted March 21, 2008

I can't believe that the staff at Inglewood High could possibly think that they are doing a wonderful job. The security is not reliable, students there have been injured in various types of confrontations, the office staff is rude, and very unprofessional. These people are there just to collect a paycheck.
—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

600

Change from
2012 to 2013

+3

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

3 / 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

600

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

+3

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)

1 / 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)

3 / 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.

299 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
8%

2011

 
 
8%

2010

 
 
7%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

199 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
31%

2011

 
 
19%

2010

 
 
34%
Earth Science

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

192 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
6%

2011

 
 
4%

2010

 
 
9%
English Language Arts

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

355 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
33%

2011

 
 
27%

2010

 
 
31%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

52 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
15%

2011

 
 
21%

2010

 
 
11%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

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

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
2%

2010

 
 
1%
Algebra II

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

56 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
6%

2011

 
 
0%

2010

 
 
26%
Biology/Life Sciences

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

215 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
14%

2011

 
 
20%

2010

 
 
19%
Chemistry

The state average for Chemistry was 46% in 2013.

128 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
3%

2011

 
 
13%

2010

 
 
10%
Earth Science

The state average for Earth Science was 35% 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 52% in 2013.

325 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
19%

2011

 
 
23%

2010

 
 
22%
Geometry

The state average for Geometry was 15% in 2013.

258 students were tested at this school in 2013.

2013

 
 
1%

2012

 
 
2%

2011

 
 
1%

2010

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

326 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
19%

2011

 
 
28%

2010

 
 
25%
World History

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

346 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
13%

2011

 
 
22%

2010

 
 
16%
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

 
 
0%

2010

 
 
2%
Algebra II

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

282 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
1%

2011

 
 
2%

2010

 
 
1%
Biology/Life Sciences

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

15 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
7%

2011

 
 
n/a

2010

 
 
14%
Chemistry

The state average for Chemistry was 32% in 2013.

209 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
1%

2011

 
 
9%

2010

 
 
4%
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.

326 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
23%

2011

 
 
24%

2010

 
 
20%
Geometry

The state average for Geometry was 8% in 2013.

26 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

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

30 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
0%

2011

 
 
11%

2010

 
 
2%
Physics

The state average for Physics was 58% in 2013.

36 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
6%

2011

 
 
13%

2010

 
 
11%
U.S. History

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

349 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
22%

2011

 
 
29%

2010

 
 
20%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

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 Students4%
Females2%
Males5%
African American1%
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Not economically disadvantaged3%
Students with disabilityn/a
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)5%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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 Students16%
Females19%
Males12%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino23%
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 disadvantaged17%
Students with disability7%
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented55%
Parent education - not a high school graduate20%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)11%
Parent education - college graduate26%
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Earth Science

All Students7%
Females6%
Males6%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Not economically disadvantaged5%
Students with disability0%
Students with no reported disability8%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)7%
Parent education - college graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

English Language Arts

All Students40%
Females45%
Males36%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged42%
Not economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability41%
English learner3%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate47%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)31%
Parent education - college graduate39%
Parent education - graduate school/post graduaten/a
Parent education - declined to state35%

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 Students6%
Females3%
Males11%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate10%
Parent education - high school graduate0%
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

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 Students2%
Females0%
Males4%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability2%
English learnern/a
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students6%
Females4%
Males8%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Not economically disadvantaged12%
Students with disability0%
Students with no reported disability7%
English learner2%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate1%
Parent education - some college (includes AA degree)12%
Parent education - college graduate19%
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

Chemistry

All Students2%
Females4%
Males1%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

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 Students27%
Females29%
Males25%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability26%
English learner2%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate17%
Parent education - some college (includes AA degree)33%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

Geometry

All Students1%
Females0%
Males1%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged1%
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability1%
English learner0%
Fluent-English proficient and English only1%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate1%
Parent education - some college (includes AA degree)0%
Parent education - college graduate5%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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 Students19%
Females17%
Males21%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Not economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability19%
English learner2%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)27%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

World History

All Students25%
Females17%
Males31%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Not economically disadvantaged19%
Students with disability13%
Students with no reported disability26%
English learner7%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)30%
Parent education - college graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%
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%
Females0%
Males1%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino1%
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 disadvantaged0%
Students with disability0%
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talented0%
Parent education - not a high school graduate1%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students7%
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 disability7%
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

Chemistry

All Students2%
Females3%
Males1%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Not economically disadvantaged0%
Students with disability0%
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talented17%
Parent education - not a high school graduate0%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
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 Students21%
Females22%
Males19%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Not economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability21%
English learner0%
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduate16%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)14%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students0%
Females0%
Males0%
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 disadvantaged0%
Not economically disadvantaged0%
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 graduate0%
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 Students10%
Females13%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
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 Students8%
Females6%
Males11%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
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

U.S. History

All Students14%
Females11%
Males17%
African American12%
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 disadvantaged15%
Not economically disadvantaged7%
Students with disability3%
Students with no reported disability15%
English learner0%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate12%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)11%
Parent education - college graduate23%
Parent education - graduate school/post graduate36%
Parent education - declined to state0%

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.

358 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
69%

2011

 
 
67%

2010

 
 
72%
Math

The state average for Math was 84% in 2013.

355 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%

2011

 
 
68%

2010

 
 
62%
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 Students71%
Females78%
Males65%
Gender Unknownn/a
African American65%
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged70%
Not economically disadvantaged73%
Economic Status Unknown75%
Students with disability13%
Tested with modificationsn/a
English learner39%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students67%
Females65%
Males69%
Gender Unknownn/a
African American60%
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged68%
Not economically disadvantaged56%
Economic Status Unknown67%
Students with disability29%
Tested with modificationsn/a
English learner58%
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
Hispanic 59%
Black 40%
American Indian/Alaska Native 0%
Asian 0%
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 90%N/AN/A
English language learners 19%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Kevin Brown
Fax number
  • (310) 680-5222

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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231 South Grevillea Avenue
Inglewood, CA 90301
Website: Click here
Phone: (310) 680-5200

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