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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
The school is excellent. Teachers return phone calls and emails promptly and show that they care about the childs success.
—Submitted by a parent
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
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
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
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
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
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
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
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
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
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
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
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
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.
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 25% in 2012.
107 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.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
139 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.
31 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
21 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 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
13 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.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
71 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.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
131 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
101 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.
119 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
21 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
120 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% 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 | 40% |
| Females | 37% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 20% |
| Fluent-English proficient and English only | 45% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 49% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 45% |
| 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 |
| English learner | 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 |
| 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 |
| 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 |
| 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 |
| 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 | 62% |
| Females | 68% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 43% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 72% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 67% |
| 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 |
| 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 |
| 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 | 52% |
| Females | 47% |
| Males | 58% |
| 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 | 48% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 54% |
| 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 | 32% |
| Females | 26% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 18% |
| Fluent-English proficient and English only | 35% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 92% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | 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 |
| 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 | 69% |
| Females | 75% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 73% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 79% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | 44% |
| Fluent-English proficient and English only | 82% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 70% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 |
| 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 |
| 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 - declined to state | n/a |
| All Students | 68% |
| Females | 75% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 59% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 24% |
| Fluent-English proficient and English only | 75% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 6% |
| Females | 6% |
| Males | 5% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 4% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 3% |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 6% |
| English learner | 0% |
| Fluent-English proficient and English only | 7% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 3% |
| Parent education - high school graduate | 5% |
| Parent education - some college (includes AA degree) | 9% |
| 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 |
| 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 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 | 85% |
| Females | 88% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 63% |
| Fluent-English proficient and English only | 87% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 82% |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 72% |
| Males | 81% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 41% |
| Fluent-English proficient and English only | 82% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 83% |
| 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 | n/a |
| Females | n/a |
| Males | n/a |
| African American | 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 |
| 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 - declined to state | n/a |
| All Students | 12% |
| Females | 3% |
| Males | 21% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 17% |
| Students with disability | n/a |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 11% |
| Parent education - high school graduate | 14% |
| Parent education - some college (includes AA degree) | 18% |
| 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 disability | n/a |
| Students with no reported disability | n/a |
| English learner | 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 | 9% |
| Females | 8% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 7% |
| Students with disability | n/a |
| Students with no reported disability | 9% |
| English learner | n/a |
| Fluent-English proficient and English only | 10% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 10% |
| 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 |
| 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 |
| 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 | 52% |
| Females | 60% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 34% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | n/a |
| 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 | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| 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 | 31% |
| Females | 32% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 31% |
| 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 disability | n/a |
| Students with no reported disability | n/a |
| English learner | 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 | 56% |
| Females | 52% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 44% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 71% |
| 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 |
| 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 |
| 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 |
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.
135 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
135 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 | 95% |
| Females | 98% |
| Males | 92% |
| African American | 93% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 82% |
| Language Fluency Unknown | n/a |
| All Students | 96% |
| Females | 95% |
| Males | 97% |
| African American | 87% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 97% |
| Non-economically disadvantaged | 92% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | 100% |
| Language Fluency Unknown | 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
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 13% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 70% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 95% | 85% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Hindi | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 2 | N/A | 11 |
| Average years teaching | 5 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 59% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
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16315 Grevillea Avenue
Lawndale,
CA 90260
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Phone: (310) 214-3400
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