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GreatSchools Rating

Morningside High School

Public | 9-12

 

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4 stars


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22 reviews of this school


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Posted April 27, 2010

For the people who say 'Morningside is a bad school' maybe because you or your child/children do not pay attention in class I am currently attending Morningside and i'll tell you that I am not going to be one of those people working at McDonalds I am going to be the boss of all those students in beverly hills,Santa Monica and all those 'good' schools for those who still don't believe me look at your child grades absencies and check if they have homework the school doesn't make the students the students make the school
—Submitted by a student


Posted April 13, 2010

Well this is my first year attending Morningside High. They have a great Magnet Program that can help a student achieve their maximum potential. The program offers a variety of classes that you can use to reach college courses. I will be attending this wonderful school for all my years that i have left in my High School years. GO MONARCHS!
—Submitted by a student


Posted September 30, 2009

Once again, I am impressed with the teaching staff at Morningside. My son started the 10th grade this year and is taking honors classes..I feel his teachers will challenge him to be an independent thinker and help him be a better person. New principal this year, Dr. Sirls (previously at Monroe Middle School), he is a hands on principal and a focused administrator..Only thing is I wish they wouldn't 'slam' the gates closed when the bell rings in the morning :-)...I hope more parents of Morningside kids write here to let people know that although MHS has it's share of troubles..which didn't happen overnight...the administration is trying their best to improve this school...personally, I thnk they are on their way.
—Submitted by a parent


Posted April 17, 2009

Morningside High School has always had a negative image. I attended Morningside from 2000-2004 and can proudly say that I was more than prepared for academia and the real world. I will be graduating this fall with a double bachelors degree in finance and business administration and starting my graduate studies at USC this fall (2009). Ms. Varela, Ms. Vuknic, Mr. Clamp, Mrs. Richarson etc. are all great teachers. No matter what school you attend your education is what you make it. I see several people from surropunding schools like Torrance High and Mira Costa working at the mall or construction jobs. Didn't they go to top prep schools with great resources? Parents have to be held accountable for their children. There are no handouts in life. Inglewood Unified always gave Morningside the short end of the stick (administrators) and we still made due with less. MHS 4 Life!
—Submitted by a student


Posted October 3, 2008

Morningside High School is a good school, for those who take time to learn what the teachers are providing them (including me). Some parents and students think that MHS is a bad school, if that's so, how did our API scores rise. I attend MHS now, I will be graduating this year and I feel I have learned things, because I wanted to. Unlike some students that are in my classes that don't do any work, and then have the audacity to criticize the teachers. What I find wrong with this situation is that some students do not care about their own future, therefore the ones that graduate complain that MHS did not prepare them for the 'real' world. What I have to say is that there have been virtually no fights or gang-related problems, excluding some petty arguments. For future people, do some work and see what happens.
—Submitted by a student


Posted August 29, 2008

this is a great school i just graduated from here 2008 when i entered this schoool i was entering as an 11th grader but my credits were at 9th grade level but with a lot of help and assistance i was about to graduate on time and participate in all the senior activities this school is turning around and becoming very helpful jesse jackson even came to our school how many kids can say they shook jesse jacksons hand ? i know i can
—Submitted by a student


Posted August 28, 2008

morningside high school tries to encourage students as much as they can to gao to college. they give you many choices of colleges to choose from, and they don't pressure studets to do anything. they just try to convince them to do the right and smart thing and if I could go to any school in the world it would be morningside high school because they have wonderful teachers and staff, a clean and beautiful school, and most of the students are well behaved.
—Submitted by a student


Posted July 11, 2008

school is noo good , more subs thant teachers ther are only a very few teachers that care...
—Submitted by a student


Posted June 6, 2008

great school. taught me alot
—Submitted by a student


Posted September 16, 2007

Morningside High is the only high school in the IUSD that offers a Medical magnet to its students. The new administration has pushed its students to do the best they can. Morningside's API has risen 19 points, which is the highest growth in IUSD. Morningside is the best WELL ROUNDED High School in the IUSD. City Honors is no longer the only high school that offers concurrent enrollment. Morningside offers it at Los Angeles Southwest College and El Camino College with flexible classes that work around your schedule.The extracurricular activities at Morningside seem endless. Additional privileges are the academies which consists of the medical magnet academy, the crime scene investigation academy the film academy, and the health occupation academy. If you are in these academies you get hands-ons training in these fields. not to mention that none of these academies can be found anywhere else in the IUSD
—Submitted by a student


Posted September 10, 2007

in my opinion as student there I think morningside has changed alot in the last few years. I am on the tennis team and in mesa. Most schools dont even offer this. Morningside is evolving into a better school and as evolution occures, it takes time. So for people who are quick to judge just give Morningside a chance its not as bad as you think.
—Submitted by a student


Posted September 1, 2007

The official API scores are available for all to see. Statistics do not tell the whole story, however, for one time Morningside can be encouraged by the growth that took place in 2006-07. As a teacher, I love the Morningside student potential. I want us to make the grade and last year was a solid year towards that goal. We have long way to go to get to a 800 API, but we are on the right track. With a CAHSEE focus for the Seniors, Juniors, and Sophomores we will have the momentum and confidence that is needed to do well on the grade level CST exams in MAY. Let's aim for the stars and enjoy the results that happen.
—Submitted by a teacher


Posted July 16, 2007

I attended and graduated from Morningside High School in 2007. While attending I do not feel that the school prepared me for college or the 'real' world. Although there are some teachers that truly care about the students most don't. I would advise parents who are looking for a decent high school for their children to send them to another district.
—Submitted by a student


Posted March 9, 2007

I think morningside high is a very terrible horrible school. I relly think it should be shut down, the students aren't learning anything anyway.
—Submitted by a parent


Posted March 8, 2007

I am a current student at Morningside High. I love my school to death. There have been a lot of changes within the school that a lot of people don't know about so you will be surprised. One thing is that now students attending Morningside can participate in current enrollment at Southwest College, so I will have obtain my AA degree by my 11th grade year. We get to attend a variety of field trips. We constantly visit university campuses. We have so many programs at the school to help you succeed there is no way you should fail. I have a 4.25 and will be attending UCLA starting off as a junior. Morningside gave me that extra push in academics and extracurricular activities that an all academic school can't provide for you. By all means I am not trying convince anyone to come here because I love it as it is.
—Submitted by a student


Posted May 21, 2006

As asb president of morningside high school during the 03-04 school year, i am quite proud to say that morningside highschool has given me the tools i needed to excell at my university (csulb). I have had teachers that have instilled the meaning of hard work and focus in me so that i am successful in college. I have also builded bonds with people and created memories i will never forget. Despite all the negativity that surrounds my alma mater i proudly say that i am an alumni student that have gainned much to be proud of from morningside high. It was my choice to learn and succeed and i have done just that because i always had the support of my caring and motivated teachers.
—Submitted by a former student


Posted May 6, 2006

This school is really bad your children don't learn the teachers are so much concern about how much money they get then the education of one children.
—Submitted by a parent


Posted August 31, 2005

I just graduated two years ago and did find that I was prepared for college. I liked my teachers, but there were lots of changes in administration. And, Inglewood USD doesn't like to give permits to go to schools outside the district.
—Submitted by a former student


Posted April 26, 2005

Considering the conditions forced to work under teacher as a whole are doing a good job mind you not a great job overall, there are some exceptional teachers and administrators, but as with all institutions they do have a few who need to seek othe options.
—Submitted by a parent


Posted August 30, 2004

The school is not very good. The teachers do not care enough about the students.
—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

621

Change from
2012 to 2013

-15

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 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

621

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

-15

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)

6 / 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.

105 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
4%

2011

 
 
11%

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.

96 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
52%

2011

 
 
44%

2010

 
 
45%
Earth Science

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

180 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
7%

2011

 
 
6%

2010

 
 
4%
English Language Arts

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

264 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
35%

2011

 
 
26%

2010

 
 
32%
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.

154 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
20%

2011

 
 
n/a

2010

 
 
29%
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

 
 
0%

2011

 
 
1%

2010

 
 
0%
Algebra II

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

95 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
n/a

2011

 
 
40%

2010

 
 
14%
Biology/Life Sciences

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

167 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
15%

2011

 
 
15%

2010

 
 
18%
Chemistry

The state average for Chemistry was 46% in 2013.

92 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
12%

2011

 
 
11%

2010

 
 
2%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
0%

2010

 
 
3%
English Language Arts

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

275 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
23%

2011

 
 
25%

2010

 
 
24%
Geometry

The state average for Geometry was 15% in 2013.

167 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
8%

2011

 
 
2%

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.

274 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
26%

2011

 
 
26%

2010

 
 
26%
World History

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

287 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
17%

2011

 
 
14%

2010

 
 
15%
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

 
 
15%
Algebra II

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

268 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
4%

2011

 
 
2%

2010

 
 
1%
Biology/Life Sciences

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

33 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
49%

2011

 
 
40%

2010

 
 
19%
Chemistry

The state average for Chemistry was 32% in 2013.

188 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
3%

2011

 
 
7%

2010

 
 
7%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
14%
English Language Arts

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

280 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
29%

2011

 
 
24%

2010

 
 
25%
Geometry

The state average for Geometry was 8% in 2013.

14 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.

2013

 
 
n/a

2012

 
 
34%

2011

 
 
10%

2010

 
 
17%
Physics

The state average for Physics was 58% in 2013.

22 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
34%

2011

 
 
33%

2010

 
 
36%
U.S. History

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

300 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
36%

2011

 
 
31%

2010

 
 
33%
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 Students4%
Females5%
Males3%
African American6%
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 disadvantaged5%
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability3%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
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 Students37%
Females26%
Males48%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability40%
English learner0%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students6%
Females5%
Males6%
African American6%
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 disadvantaged20%
Students with disability0%
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate4%
Parent education - some college (includes AA degree)5%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

English Language Arts

All Students33%
Females31%
Males34%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Not economically disadvantaged35%
Students with disability13%
Students with no reported disability35%
English learner2%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state27%

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 Students3%
Females1%
Males5%
African American3%
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 disadvantagedn/a
Students with disability0%
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)3%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state5%

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 Students20%
Females21%
Males19%
African American13%
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 disadvantaged20%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

Biology/Life Sciences

All Students15%
Females11%
Males19%
African American15%
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 disadvantaged11%
Students with disability4%
Students with no reported disability17%
English learner2%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)22%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Chemistry

All Students17%
Females24%
Males10%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

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 Students25%
Females25%
Males25%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Not economically disadvantaged21%
Students with disability17%
Students with no reported disability25%
English learner4%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)39%
Parent education - college graduate28%
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%

Geometry

All Students0%
Females0%
Males0%
African American0%
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 disadvantaged0%
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
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)0%
Parent education - college graduaten/a
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 Students31%
Females26%
Males36%
African American28%
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 disadvantaged33%
Not economically disadvantaged19%
Students with disability23%
Students with no reported disability32%
English learner3%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)41%
Parent education - college graduate41%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%

World History

All Students13%
Females13%
Males14%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Not economically disadvantaged12%
Students with disability3%
Students with no reported disability15%
English learner3%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)25%
Parent education - college graduate15%
Parent education - graduate school/post graduaten/a
Parent education - declined to state14%
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 Students8%
Females6%
Males9%
African American0%
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 disadvantaged8%
Not economically disadvantaged8%
Students with disability0%
Students with no reported disability8%
English learner1%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)13%
Parent education - college graduate6%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Biology/Life Sciences

All Students12%
Females19%
Males0%
African Americann/a
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 disadvantaged13%
Not economically disadvantagedn/a
Students with disability0%
Students with no reported disability31%
English learner5%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate13%
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 Students4%
Females4%
Males4%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino2%
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 disadvantaged10%
Students with disability0%
Students with no reported disability4%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate2%
Parent education - high school graduate2%
Parent education - some college (includes AA degree)11%
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 Students19%
Females20%
Males17%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantaged17%
Students with disability0%
Students with no reported disability20%
English learner2%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)26%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

Geometry

All Students0%
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 disadvantaged0%
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

Physics

All Students5%
Femalesn/a
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
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 disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
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

U.S. History

All Students24%
Females20%
Males27%
African American28%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Not economically disadvantaged33%
Students with disability4%
Students with no reported disability27%
English learner5%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)26%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%

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.

296 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
63%

2011

 
 
65%

2010

 
 
66%
Math

The state average for Math was 84% in 2013.

292 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
66%

2011

 
 
69%

2010

 
 
63%
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 Students70%
Females78%
Males64%
Gender Unknownn/a
African American66%
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 disadvantaged70%
Not economically disadvantaged80%
Economic Status Unknownn/a
Students with disability23%
Tested with modificationsn/a
English learner44%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students68%
Females69%
Males68%
Gender Unknownn/a
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged69%
Not economically disadvantaged63%
Economic Status Unknownn/a
Students with disability29%
Tested with modificationsn/a
English learner54%
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 71%
Black 27%
American Indian/Alaska Native 1%
White 1%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 95%N/AN/A
English language learners 28%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Special education / special needs

Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Multiple disabilities
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Arts & music

Visual arts
  • Photography
Music
  • Band

Language learning

Foreign languages taught
  • French
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 7:55am
School end time
  • 2:49 pm
School Leader's name
  • Reginald Sirls
Fax number
  • (310) 680-5257

Programs

Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Multiple disabilities
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • French

Resources

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

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10500 South Yukon Avenue
Inglewood, CA 90303
Phone: (310) 680-5230

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