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GreatSchools Rating

Environmental Charter High School

Charter | 9-12 | 471 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 2 ratings
2010:
Based on 2 ratings

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21 reviews of this school


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Posted May 1, 2013

My son will be graduating from ECHS this June. It's a small school with many wonderful qualities. They place an emphasis on students striving to attend a 4 year college. They also have a fantastic campus with edible plants and trees everywhere and are creating stewards of the environment. The teachers are great, the office staff are amazing and there's a real family-feel throughout. I wish parents would be even more involved as there are many opportunities for family involvement but realize most are doing the best they can with limited time and resources. Teachers and staff have always been responsive whenever we've needed to reach them and many went out of their way to help our family when my son was severely injured last year and was bed-ridden for 3 months of his Junior year.
—Submitted by a parent


Posted October 31, 2011

I am a Junior year student at ECHS. I will graduate in the year 2013, i am proud of how this school changed my. I really matured in this school and when i cam to this school in 9th grade i did not think of college the way of i think of it now. I love this school, they really help you and pay attention to you. I would really recommend any parent that wants their child to strive on their education to go here. They help you out on anything you would think of, i am already planing to enroll to universities and they sure help when i ask many questions. I am proud to be a student at ECHS, 2013 :D
—Submitted by a student


Posted February 27, 2011

I wrote a review in 2008 when my oldest son left ECHS, and I enrolled my other Son, his education was equally wonderful at this school and taylored to him. He started 9th grade in his brothers shadow, he graduates this year and now his brother is in his shadow. ECHS allowed him to grow, mature,care about others and the planet. When his older brother visits from college - its always your so and so's brother, he's great -not the other way around. This School allows any child to reach their full potential. I love it-too bad I've haven't got any more children to send but I have sent friends and its College Prep a +
—Submitted by a parent


Posted October 13, 2010

ECHS is a college prep high school that not only teaches the basics, but it is also teaching the children to strive to succeed as well as reach outside of themselves -- not only through community service, but environmentally as well.
—Submitted by a parent


Posted April 17, 2010

This school is EXCELLENT. Education is empowerment and that is exactly what they instill into the students here, they create a foundation for us to build on and be successful in the future. Yes they make us work hard, but in the end the result is that college acceptance letter and being prepared for a higher education.
—Submitted by a student


Posted January 14, 2010

The school is excellent. Teachers return phone calls and emails promptly and show that they care about the childs success.
—Submitted by a parent


Posted March 31, 2009

This school is an excellent school. It is a warm environment where a student can feel at ease and comfortable. Not only is it a college prepatory school, but it focuses on environmental issues, and ties that into the classroom. It changes students way of thought in a positive way. Not only are students aware of their actions, but they also think about others, rather than just being self centered. It opens great opportunities to students and prepares them for the real world. As a student at ECHS I can say i will be successful further in life because of this school. I am given rigorous work that challenges me and prepares me for college. I reccomend this school to anyone. Not only does it prepare students for the future, but it teaches them long life values.
—Submitted by a student


Posted March 31, 2009

I feel that this school has a really good curriculum but it could be too much sometimes. I have succeeded through it all because of the great teachers that they have. I have a great college counselor that has assissted me through everything. I was also able to be part of a great program echs is part of. Its called college match. I took trips to the east coast and other places to visit colleges. I have also been part of the green ambassadors. I had the privilage to go to Costa Rica to do a research project. Its a great school if you really care about your grades. If not its really not your school. I mean yes, every school has its bad parts but that is just according what you want from school. If not, this is the school in which you can talk to people about it.
—Submitted by a student


Posted March 31, 2009

As Barack Obama a transitional agent of change young people are following his lead in trying to make this country a more responsible and respected place. Environmental Charter High School allows students to work tirelessly to teach their communities how to practice sustainable living. I came to ECHS to continue my personal mission, to teach people the consequences of our wasteful practices and how our actions affect our planet. I received my Biology and secondary education degree from Alverno College and became a Nationally Board Certified teacher while at Environmental Charter High School. Teaching biology was wonderful, but I had a gnawing feeling that I had to do more. To create real change, I needed to build something larger than myself . . the Green Ambassador Program -Environmental Charter High School inspire students and parents, but also its staff, I know ECHS is re-creating education and the planet.
—Submitted by a teacher


Posted March 31, 2009

This school is a great place to not only excel academicaly but also succeed in life. The classes break down classroom walls and educate us with the world around us. I like how we learn problems about the world around us, but also how we can be the solution to the problem. Each year we take trips that not only relate to our schol lessons but make it so that everyone enjoys learning. Not only that but during these trips we get to know our classmates a little bit better. Overall, i love this school. I like how we learn thriugh our communities resources and not just behind the classroom walls.
—Submitted by a student


Posted March 30, 2009

I am very dissatisfied with this school. I thought going to this school would be good and I really liked how they focus on college preparation. As a freshman, I am very dissapointed. None of the teachers grade work on time, the work is not challenging at all, and some of the teachers let the kids do whatever they want. The office staff is horrible. My mom has been trying to contact the office for a month now and they still have not responded. I have been marked absent for no apparent reason and it has still not been fixed. The security guards dont do anything. They just walk around the campus. If there is a fight, they dont break it up. They just stand and watch. They also think that the students that are quiet are going to be the troublemakers.
—Submitted by a student


Posted December 17, 2008

I love this school. Its a great environment for networking and social development. Everyone is close and negative attitudes don't last long.
—Submitted by a student


Posted November 5, 2008

I used to attend this school, and i must admit, the teachers really do care for the students here. As one of the other comments said, everyone does know each other. However, i have witnessed a lot of racial tensions start to build up between African-American and Hispanics. Since it is a small school, this is bound to happen. Not too many fights tough. All in all, excellent school.
—Submitted by a teacher


Posted September 7, 2007

As part of the graduating class of 2007, I am proud to say that I enjoyed my four years in this school. I have learned to become a contributing member of the community and strength my skills needed for my future success. Environmental Charter High School provides a rigorous, student-centered college preparatory curriculum that extends learning into the local environment. ECHS has given students the opportunity to participate in hand-on experiences that teaches them more about our environment and community, from conducting plastic research in local beaches with Algalita Marine Research Foundation, 3-day night trips (Catalina Island), and even going into local elementary schools to teach youth about environmental issues. We do not only learn beyond our classroom walls but we have many caring teachers, staff and administration that inspire and encourage students to challenge them and take risk. Students are aware of opportunities, deadlines and current news.
—Submitted by a student


Posted August 3, 2007

Amazing school. Small, extra curricular learning, field trips and you can get ahold of your child's teacher same day! where else can you send a note, a call or an email to a teacher and get a response same day? I love this place.
—Submitted by a parent


Posted July 28, 2007

I can't say enough about ECHS. Teachers and the administration really care about the success of all the students. In previous schools, my daughter didnt receive the attention she currently is receiving. She wants to do well, graduate and go to college! She also is learning to communicate, problem solve and get involved in issue in which she is passionate. Its wonderful to see.
—Submitted by a parent


Posted May 23, 2007

For the past Four years, I ve watched the Students, Teachers, Administrators and Parents work tirelessly to provide an environment in which the students in Lawndale and the surrounding community can thrive. Against the many odds and roadblocks of tradition and passive acceptance of a lack of rigor and belief that students in this community cannot achieve greatness, EHCS has proved the naysayer wrong, at almost every turn. 85% of last year s graduating Senior class members were accepted into a four year university and ECHS is committed to following up with alumni to ensure they continue their path to success. I believe in choices. Every parent should have the choice to send their child to a school of excellence, one of rigor and high standards. If you would like to contact me to discuss ECHS, I am eager to provide more of my time to this very worthy cause. Bruce Bgreenspon@gmail.com
—Submitted by Bruce Greenspon, a administrator


Posted May 15, 2007

This school is not good in the sense of academic preparation. The school also does not push students to thrive and be successful. The classes are not rigorous at all which puts students with lack the skills for to be in college.
—Submitted by a student


Posted June 5, 2006

Great school. Focus is on College
—Submitted by a parent


Posted June 5, 2006

Good school especailly if your child is interested in going to college. They prepare the student well
—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 2012.

This school's
API score

824

Change from
2011 to 2012

+14

API Statewide Rank
(2011)

8 / 10

API Similar Schools Rank (2011)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school 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 met all student subgroup API targets for 2012

This school's
API score

824

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
2011 to 2012

+14

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

8 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

10 / 10

API Similar Schools Rank (2011)
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 2012.

107 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
60%

2010

 
 
14%

2009

 
 
24%
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

2012

 
 
n/a

2011

 
 
30%

2010

 
 
40%

2009

 
 
8%
Earth Science

The state average for Earth Science was 39% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

139 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
61%

2010

 
 
56%

2009

 
 
55%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

31 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
51%

2010

 
 
18%

2009

 
 
5%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

136 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
34%

2010

 
 
41%

2009

 
 
23%
World History

The state average for World History was 50% in 2012.

21 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
64%

2010

 
 
29%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

2012

 
 
n/a

2011

 
 
22%

2010

 
 
16%

2009

 
 
39%
Algebra II

The state average for Algebra II was 42% in 2012.

55 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
40%

2010

 
 
36%

2009

 
 
35%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

118 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
71%

2010

 
 
69%

2009

 
 
63%
Chemistry

The state average for Chemistry was 51% in 2012.

13 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
3%

2010

 
 
6%

2009

 
 
n/a
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

134 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
64%

2010

 
 
47%

2009

 
 
52%
Geometry

The state average for Geometry was 17% in 2012.

71 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
4%

2010

 
 
2%

2009

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

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

133 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
69%

2010

 
 
66%

2009

 
 
68%
World History

The state average for World History was 46% in 2012.

131 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
68%

2010

 
 
51%

2009

 
 
54%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

57 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
15%

2010

 
 
8%

2009

 
 
2%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

101 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
6%

2010

 
 
24%

2009

 
 
10%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

119 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
56%

2010

 
 
56%

2009

 
 
42%
Geometry

The state average for Geometry was 9% in 2012.

21 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%

2009

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

41 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
13%

2010

 
 
40%

2009

 
 
10%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

The state average for U.S. History was 48% in 2012.

120 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
67%

2010

 
 
61%

2009

 
 
54%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students40%
Females37%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability41%
English learner20%
Fluent-English proficient and English only45%
Gifted and talentedn/a
Parent education - not a high school graduate49%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)28%
Parent education - college graduate45%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 Students62%
Females68%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability63%
English learner43%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)61%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 Students52%
Females47%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only54%
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

Integrated/Coordinated Science 1

All Students32%
Females26%
Males39%
African Americann/a
Asiann/a
Hispanic or Latino30%
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability33%
English learner18%
Fluent-English proficient and English only35%
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)34%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students91%
Females92%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino86%
White (not Hispanic)n/a
Economically disadvantaged89%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only95%
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 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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 Students69%
Females75%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only71%
Gifted and talentedn/a
Parent education - not a high school graduate73%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students77%
Females79%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability79%
English learner44%
Fluent-English proficient and English only82%
Gifted and talentedn/a
Parent education - not a high school graduate70%
Parent education - high school graduate80%
Parent education - some college (includes AA degree)84%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 - declined to staten/a

English Language Arts

All Students68%
Females75%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged71%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability70%
English learner24%
Fluent-English proficient and English only75%
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)72%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students6%
Females6%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only7%
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate5%
Parent education - some college (includes AA degree)9%
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
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students85%
Females88%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged86%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability85%
English learner63%
Fluent-English proficient and English only87%
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)92%
Parent education - college graduate77%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students76%
Females72%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged77%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability77%
English learner41%
Fluent-English proficient and English only82%
Gifted and talentedn/a
Parent education - not a high school graduate74%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)80%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 - declined to staten/a

Algebra II

All Students12%
Females3%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only13%
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students9%
Females8%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Non-economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only10%
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)10%
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
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 Students52%
Females60%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only55%
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Gifted and talentedn/a
Parent education - not a high school graduate0%
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 Students31%
Females32%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only32%
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate31%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 Students56%
Females52%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)71%
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
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

135 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
88%

2010

 
 
89%

2009

 
 
94%
Math

The state average for Math was 84% in 2012.

135 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
92%

2010

 
 
88%

2009

 
 
91%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students95%
Females98%
Males92%
African American93%
Asiann/a
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged95%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner82%
Language Fluency Unknownn/a

Math

All Students96%
Females95%
Males97%
African American87%
Asiann/a
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged97%
Non-economically disadvantaged92%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner100%
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 68% 49%
African American 19% 7%
Asian 5% 8%
White 4% 28%
Filipino 2% 3%
Multiple or No Response 2% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 113%N/A24%
Students eligible for free or reduced-price lunch program 270%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 95% 85%
Filipino (Pilipino or Tagalog) 2% 1%
Hindi 2% 0%
Vietnamese 2% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 25N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 2N/A11
Average years teaching 5N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 59%N/A96%
Emergency credential or waiver 7%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

16315 Grevillea Avenue
Lawndale, CA 90260
Website: Click here
Phone: (310) 214-3400

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