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Teacher quality
Principal leadership
Parent involvement
In the 60's and 70's it was a great school. Now I would rate it at average or below. Am totally unimpressed with the 13 year plan. Great new facilities does not translate to good students. And hoe does a "Broke State" get the finances. Lawndale is now a lower middle class area. Improvements have to be made, ot's true but not a new scholl that resembles a college campus. Academics, administrators, good teachers, and good parents make a school worthwhile. And not leaving any vestige or building ans sayin one will not recognize it in the future, is cruel to those students who started the school, and the teachers who taught there. I don't want bragging rights, I want good students, teachers and citizens.
Lawndale High School Is a GREAT school! Ive been attending Lawndale High School for 3 years and all the teachers and staff care about every student. No One is Left Behind. CARDINAL PRIDE!!
this is such a horrible school the bathroom was set on fire not to long ago & many of the kids here are bullies There is few dedicated teachers in this school
—Submitted by a parent
This school was very good during the 2009-2010 school year. The teacher all seemed to genuinely care for the students.However, the superintendent, who also oversees the substandard perforning Hawthorne and Leuzinger High Schools, decided to move some of the great techers to these low performing schools in exchange for teachers that were not doing so well. The change was obvious on day one of this school year. The expereince with some of these new teachers has not been favorable. I do not see the drive and motivation to help my child. My child tells me the students have the same perception. My son went over two months without a history book and was failing his class. Yes, he was expected to complete all his assignments without a tectbook (the only student without a book in her class). I hope this superintendant realizes his mistake or gets replaced by someone with a strong business philosophy.
—Submitted by a parent
I am a student at lawndale currently a sophmore and i love this school. You hardly have to worry about a riot going on or a fight about to break down because the staff here cares so much about there students that go here. But there is also one thing i dont like and that is how the school is so dirty. like in the classrooms the floors are all black and on the campus it looks like they dont make an effert to clean it up. So that in my opinion makes the school look real bad. Class of 2012!
—Submitted by a student
Lawndale is a school that cares about its students education and prepares them for college.
—Submitted by a student
This is fantastic school, it offers many alternatives to helping your child reach the path of greatness by promoting junior college in the summer as well. I not only a mother of a student there. I am a member of Lawndale PTA.
—Submitted by a parent
i love lawndale so much....we have exp[anded a lot this year...we have included a new music program and have xpanded the drama department......this school is way better than beach city schools
—Submitted by a student
This is a great school, with wonderful teachers who are always available if you need help.
—Submitted by a student
Lawndale is a great school. It is about the opportunities that it will give us as students. It will open up doors to more electives for us. Most teachers are great and really dedicated. I loove all of my teachers. I am proud to soon graduate from this school! ( june 2008)
—Submitted by a student
Lawndale has many great teachers, but bad principals and campus is ugly. We need more technology they are so behind. After all that, most teachers are young, enthusiatic and dedicated.
—Submitted by a student
I'm currently a student are lawndale high school and I totally love it here. It's the best school in our district and we are growing each year... We have many new clubs that are being established at Lawndale such as the asian club, drama club, the academic decatholon team, and so much more. This year our academic decatholon team helped place as the 2nd most improved in the county. Our test scores are getting higher and higher.. and with the auditorium on its way to being finish, i hope to see the school grow as a whole.
—Submitted by a student
Lawndale High school is an extremely good school. Lawndale High is a college preporation school. It looks good in a college application.
—Submitted by a student
Programs on this campus have improved over the past 2 years. There is much excitement over the growth of this campus, especially in API scores. There will be a new Performing arts building adding more opportunities in electives for students. Sports has been a successful addition to the campus increasing students' awareness to the importance of fitness. Parent involvement needs to improve. There lacks a presence of parent involvement on campus. There is no PTSA on campus. We do have an active Alumni that fundraises money to create various scholarships for graduating seniors.
—Submitted by a teacher
I currently attend Lawndale High School in Southern California. I find it great. Our academic programs are completely advanced which gives even honors students, such as me, a challenge, this makes going to school every weekday morning intersting. Although music classes arent yet offered, we do get our taste of music. Anything from Battle of the Bands to having a DJ come to our school once in a while. Extracurricular activites are neverending which keeps my peers involved. Best of all sports! I have played Varsity Softball for two years now and I see great improvement in me and my team mates (We've only had sports for 2 years). This school is great and can only improve.
—Submitted by Cristy Leyva, a student
Overall, Lawndale High School provides an adequate education to those who pursue it. Their AP classes supply challenging college preparatory material that enable AP students a smooth transition into college if they so choose. There are various clubs to offset the lack of major sports, art and music programs. Although this school is not rated one of the best in the state, its meticulous education proves beneficial to those most hungry, while various leadership oppurtunities allow students to develop real world skills that can be used post-graduation. The level of parental involvement is low, however, there are multiple oppurtunities provided for those parents who wish to get involved.
—Submitted by a former student
My child went to lawndal high school. I think this is a very good school and would recomend any parents to send there child to lawndale high school. The teachers are very nice and are willing to help your child any way that they can. The have a very good extra cirrucular actvities. My child is graduated this year and has graduated with a 3.8 gpa. Im glad my child went to lawndale high school.
—Submitted by daniella martinez, a parent
My child went to Lawndale High School, and I feel it is an outstanding school. The school and neighborhood is quiet, there are no fights or riots their and the students seem so nice and friendly with each other. When I went down there to check on my son, the teachers greeted me warmly and made sure I felt so welcome. The sports and extracurricular activities are also nice considering they have been re-opened for only 5 years. As far as I am concerned I love Lawndale and I am so fortunate that my child is going to be a Lawndale High School graduate.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
331 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
362 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
360 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
699 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
379 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
170 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
344 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
191 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
524 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
347 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
521 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
540 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
205 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
130 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
213 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
422 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
425 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
29 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 9% |
| Females | 14% |
| Males | 6% |
| African American | 3% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 16% |
| Students with disability | 0% |
| Students with no reported disability | 10% |
| English learner | 9% |
| Fluent-English proficient and English only | 9% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 7% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | 9% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 67% |
| Males | 74% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 64% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 21% |
| Males | 31% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 29% |
| Students with disability | 3% |
| Students with no reported disability | 30% |
| English learner | 23% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| All Students | 56% |
| Females | 62% |
| Males | 52% |
| African American | 55% |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 38% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 37% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 22% |
| Females | 26% |
| Males | 19% |
| African American | 25% |
| Asian | 33% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 22% |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | 18% |
| Fluent-English proficient and English only | 23% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 17% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 0% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 37% |
| Males | 38% |
| African American | 45% |
| Asian | 62% |
| Filipino | n/a |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 38% |
| English learner | n/a |
| Fluent-English proficient and English only | 36% |
| Migrant education | n/a |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 32% |
| Males | 35% |
| African American | 32% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 39% |
| Students with disability | 0% |
| Students with no reported disability | 36% |
| English learner | 16% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 19% |
| Females | 14% |
| Males | 24% |
| African American | 6% |
| Asian | 25% |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 18% |
| Non-economically disadvantaged | 22% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | 21% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | 17% |
| Parent education - college graduate | 22% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 54% |
| Males | 44% |
| African American | 46% |
| Asian | 74% |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 13% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 18% |
| Parent education - declined to state | 38% |
| All Students | 4% |
| Females | 5% |
| Males | 4% |
| African American | 4% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 5% |
| Non-economically disadvantaged | 2% |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | 6% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 6% |
| Parent education - not a high school graduate | 2% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 3% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 7% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 55% |
| Males | 53% |
| African American | 51% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 26% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 27% |
| Parent education - declined to state | 43% |
| All Students | 37% |
| Females | 27% |
| Males | 48% |
| African American | 32% |
| Asian | 42% |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 42% |
| Students with disability | 13% |
| Students with no reported disability | 39% |
| English learner | 16% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 52% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 43% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 11% |
| Females | 12% |
| Males | 10% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 10% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 18% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | 14% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 16% |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 10% |
| Parent education - college graduate | 19% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
| All Students | 66% |
| Females | 69% |
| Males | 64% |
| African American | 64% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 25% |
| Fluent-English proficient and English only | 72% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 55% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 9% |
| Females | 5% |
| Males | 13% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 10% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | 6% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | 16% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 9% |
| Parent education - college graduate | 17% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 9% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 51% |
| Males | 43% |
| African American | 38% |
| Asian | 55% |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 53% |
| Students with disability | 0% |
| Students with no reported disability | 49% |
| English learner | 13% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 33% |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | 0% |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | 0% |
| Fluent-English proficient and English only | 0% |
| Migrant education | n/a |
| Gifted and talented | 0% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 0% |
| All Students | 35% |
| Females | 29% |
| Males | 40% |
| African American | n/a |
| Asian | 50% |
| Filipino | n/a |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 39% |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | n/a |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 44% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | 50% |
| Males | 58% |
| African American | 43% |
| Asian | 68% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 57% |
| Students with disability | 12% |
| Students with no reported disability | 57% |
| English learner | 32% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 80% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 46% |
| All Students | 11% |
| Females | n/a |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 17% |
| Parent education - high school graduate | 11% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
549 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
545 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 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.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 94% |
| Males | 86% |
| African American | 82% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | 100% |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 70% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 85% |
| African American | 83% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Declined to state | 83% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 63% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
In 2011-2012 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.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 76% | 51% | ||
| Black | 12% | 7% | ||
| Asian | 5% | 11% | ||
| White | 4% | 27% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 81% | N/A | 54% |
| English language learners 2 | 15% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 96% | 85% | ||
| Vietnamese | 3% | 2% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 5 | N/A | 11 |
| Average years teaching | 7 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 87% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
14901 South Inglewood Avenue
Lawndale,
CA 90260
Website: Click here
Phone: (310) 263-3102
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