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L.A. County High School for the Arts

Public | 9-12 | 600 students

We are best known for award winning arts & academics.
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 13 ratings
2011:
Based on 8 ratings
2010:
Based on 1 rating

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43 reviews of this school


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Posted December 18, 2012

My son completed his first semester at LACHSA and loves it. He struggles academically (especially with the arts load) but his teachers are very supportive and give him every opportunity to succeed. I have found them all to be very caring. I am sure that the AP classes are more challenging if your student can handle them along with their arts. LACHSA is not about performances or being a star. If that is a priority then another place may suit them better, i.e. Hollywood High. LACHSA is about learning the fundamentals and different aspects of an art field that would not likely be taught in high school, i.e. different acting, singing, painting, dance styles or techniques; music theory, sight reading. The students are being prepared so they have the background to truly become an artist in a socially accepting diverse environment. We have donated $ and gone to the various fundraisers but I have never felt any pressure to give anything more than I wanted to give. I doubt that I could ever give enough $ to equal the opportunity my son is receiving at LACHSA. Review the course offering on their site to get a better feel as to what LACHSA is about before you decide to apply.
—Submitted by a parent


Posted November 12, 2012

My son has been at LACHSA for the past 3 years and loves it. Although he is doing poorly academically, it is his fault, no one else's. The staff and administration have been nothing but fantastic and have bent over backwards to keep this kid on track. Thank God he has his music - at least he is developing his work ethic somehow. I know the school asks for money - what school wouldn't when their budget is routinely slashed on a regular basis? Who should pay for this premiere education if not the parents?? Supporting the school financially, even if it's $1.00/month is appreciated and the least one can do for a school that gives so much.
—Submitted by a parent


Posted November 2, 2012

Very poor school. The arts are fine, but every time you turn around, you are being asked for money. That is hard because they make you feel guilty if you don't have much money--like you don't deserve to be there, like you are unworthy. Lots of favoritism within the "arts" programs, your student may get a single line in a production, but you are constantly reminded how "lucky" you are to be there. Mornings are academic classes, and there are only a handful of part-time teachers who are not very good at all. Arts are always on the chopping block, and already have been cut on Fridays. You have to decide what is important. I could have the best actor who can only get a job at Burger King? All you ever hear about as a parent is "fundraising, give money, donate", and the students are too preoccupied with fund-raising day and night, even expected to give money themselves. It is presented as "being dedicated". School appears good on the surface, but it doesn't have much over the long-run, except for the "favorites". A small group of parents are vocal supporters, they get the benefits for their kids and the rest are left behind. Not a good place if you have high standards.
—Submitted by a parent


Posted October 23, 2012

My younger son is a senior this year at LACHSA. We are so thankful for the incredible training, mentoring and support from the faculty and administrative staff. The caring, nurturing environment has allowed my child to grow as a budding artist. This school has provided him an invaluable foundation from which he can confidently spring onto his next journey. I wish we had found this school earlier!
—Submitted by a parent


Posted October 21, 2012

LACHSA is amazing! The talent and dedication required of the kids to get into this school means that an incredible caliber of student attends here. The Arts teachers are phenomenal mentors and guides for our students. We could not be happier with LACHSA! We LOVE it!
—Submitted by a parent


Posted October 21, 2012

This school has provided my son the most amazing high school experience. It has been life-changing for him - with incredible arts teachers and some terrific academic teachers. He has made some fantastic friendships and been exposed to a level of professionalism that is great training. I know this seems like a lot of superlatives but it's true and as he is a senior this year I am extra appreciative for everything he has learned and experienced here.
—Submitted by a parent


Posted October 21, 2012

My youngest son is a Senior this year at LACHSA and it's the most amazing high school experience I've had as a parent. He is thriving, he is creative, he loves school and he has the most wonderful friends, who are all passionate about their art and each other. He has academic classes in the morning, then lunch and then his afternoon is rich with a variety of Theatre Classes. And he is in one of six different creative disciplines. I'm so thankful to be in such a unique and creative community and that my son is getting an incredible education, both in his academics and in his creative gifts.
—Submitted by a parent


Posted October 19, 2012

Whining entitled parents, stop blaming LACHSA for your child s difficulties. 100 s are turned away every year. If this isn t the school for your child, please go somewhere else. It s the best thing that has ever happened us. I m a current parent & alumnus parent. My children received CONSISTENTLY a supurb education. OF COURSE they ask for money. Every school fundraises. LACHSA is donation dependent but it IS NOT MANDATORY. My graduate is now at a Tier 1 school because of LACHSA. My other student is working harder than ever at what she loves. We have found LACHSA teachers engaged with students and with their subject matters. Morning office hours, frequent progress reports. Hands on administration. Dedicated counselors. It is a terrific place to be. I am offended by parents who abdicate their responsibilities and use their influence to undermine the school instead of using their energies to get help for their student. The school is doing its job. It s doing a GREAT job. An excellent job. Ask the kids. Ask other parents. We love LACHSA and are grateful for every single thing they do to help our children.
—Submitted by a parent


Posted September 18, 2012

I've been going to LACHSA for two years now and have loved every minute of it.My whole life I had been in under-funded, inner-city LAUSD schools, so coming to LACHSA from places where all the arts programs had been cut was a big step. At my old school, the school had about 4,000 people in it and class sizes of about 50, whereas here there are only 620 kids and the biggest class I have is 30, so it's a lot easier to get help from your teachers. Anywho, almost as soon as I started my visual arts classes, I realized that I had found my tribe. Unlike my old schools, where there had been one or two other artsy fartsy people like me, LACHSA offered an entire department (and then some) of them. Having like-minded people in all your classes is fantastic and is definitely worth the hour and a half one-way commute every day. For the most part, your teachers understand you and where you're coming from because they're artists too (even some of the academic teachers). The only downside is that the administration is friendly but a bit disorganized at times, and I don't get much sleep.It's a lot of work, commitment, and the occasional all-nighter, but it's ALL WORTH IT. Also, there's a food court
—Submitted by a student


Posted September 1, 2012

My daughter attends LACHSA after being at excellent schools previously. LACHSA is a lot of style over substance. Public school for academics, some of the worst teachers we've ever seen. Head of English department has PhD in music, not English, for example. Poor teaching. Homework favors kids who live closer and parents who pay for their own outside classes. Arts teachers have some of the students for their own, private lessons outside of school, so favoritism in "casting". It is promoted as a school for arts, but if you are a big donor, you will get special treatment. Like previous entry, we lost so much going here that we can no longer transfer out, or have to repeat grade. If we could dot it over, we would not be at this school. I like the "get out your checkbooks" comment, that is so TRUE!. And to say that parents should PAY: well if this was a PRIVATE school, I would agree. We cannot afford to see our own daughter's performances. The graduation alone was $60 per ticket: for our family of 6, that was $360, PLUS parking+wardroe, and they were providing entertainment for the graduation class. We simply could not attend our own child's perf. No, big mistake.
—Submitted by a parent


Posted June 28, 2012

In response to the negative comment posted "get out your checkbooks": Yes, supporting the performances can get expensive but unfortunately the educational system statewide is experiencing major budget cuts with the arts being one of the first programs to suffer. I am a parent without "means" like some but what I lack in ability to contribute in funds I try to make up by volunteering my time, providing food for events and just being involved. Students are treated fairly - there are shows for each major that involve ALL students - additional shows are presented that require students to audition and those are cast based on the directors vision much like what it will be like in the real world, if students decide to continue with their craft. Sometimes students who enter into this type of program don't "fit in" for a million reasons - the rigorous schedule being one. It is not for everyone. I have had one child graduate and another getting ready to start this year and I am excited for his journey. The administration is dedicated to the students and the teachers nothing short of amazing! I am so grateful that both my boys have had the opportunity to attend LACHSA!
—Submitted by a parent


Posted May 6, 2012

Get your checkbooks ready. Don't expect to see your children's performances without coughing up money to BUY tickets. Performances like: Marriage of Figaro, Hairspray, Concerts, everything costs a fortune. Parents are "requested" to donate a minimum of $1200 by the arts foundation, so it appears that not everything is truly equal. There is a parent's council to plan social events anda few parents can attend some meetings at school, but don't have any real power to make change. If you are used to having local control with significant parent input, this is not the place. You are reminded that if you don't like it, you can leave. They can brag about their programs, but they only recruit the top artists, actors, dancers, etc They don't encourage you to stay if you don't "fit in". Kind of the opposite of what we thought 2 years ago when we started, we thought the first year was not usual, but it is normal. For an arts school, we thought it would be more fair treatment. Teacheres do have "favorites" so auditions seem to be for "show" only. Big donors get better treatment.
—Submitted by a parent


Posted January 6, 2012

My daughter is a freshman in visual arts at LACHSA, and so far it has exceeded her expectations and the expectations of me and my husband in the areas of academics and art instruction. While I had heard that the art instruction was top notch, I was concerned that the academics would not be. My daughter came from the only highly gifted magnet middle school in LAUSD so we were prepared for her to not be as challenged with the academics at LACHSA. We were wrong. The academic instruction is also top notch. She is in honors Algebra II and English and is challenged and thriving in all her classes at LACHSA. It is a very rigorous schedule academically and artistically, and it took us all a while to adjust to all the homework and the late nights spent on projects and artwork, but she wouldn't trade it for the world. I have never seen a kid so happy in high school. It is not for everyone, but if your child is serious about making their mark in the world through their artistic expression and their academic achievement, LACHSA could be the perfect place for them. Yes, it is a big commitment to travel to Cal State L.A. everyday, but we also view it as a great honor to attend LACHSA!
—Submitted by a parent


Posted December 15, 2011

after reading the last review, I felt compelled to write my own. First, there is no "booster club" at LACHSA, there is a parent council that is open to all parents to attend. Meetings are sent out via email, on the school calendar with reminders sent on twitter, the monthy school calendar, as well as multiple parent led facebook and yahoo groups. I will not denote anyone else however the school has a policy that teachers respond within 48 hours and if they do not the Principal is very quick to rectify the situation. LACHSA is on the campus of CAL State LA , no secret or shock that there are college students. Much like any school performances have costs, as the school also pays for facility rentals and outside staff for lighting ,sound,etc. I have yet to encounter an event that cost more than 25-30 as the top price, and there are numerous free events as well, ie the Visual Arts exhibit this week. LACHSA is a great place! It isnt a good fit for everyone and since this is an opt-in school, if it does not work for you or your child you can opt out. LACHSA is an excellent place and you will definitely get out what you put in!
—Submitted by a parent


Posted December 11, 2011

Any school will have parents who love it and parents who dislike it, and that perspective is likely to be influenced by expectations about what one considers "education." As a parent who is questioning nearly all aspects of "traditional" education, I appreciate that LACHSA is willing to experiment with high school level conservatory style education. Having homeschooled at points of my child's educational career, I do not consider school the only place my child is receiving her education and therefore have different expectations about what constitutes school. Most importantly, my daughter is happy being among "her kind" at LACHSA -- artists and creative souls, and her confidence has grown appropriately. This influences her experience in her academic classes and therefore our home life. Further, her arts classes now happen during the school day, not during evening and weekends as previously. This is also a wonderful enhancement to our family life. I find the administration impressive.
—Submitted by a parent


Posted December 5, 2011

My son is a freshman theatre student and every day we thank our lucky stars that he was accepted at LACHSA. "I am with people like me, " he said after the first day. He moved from an extremely high pressured academically rigorous school that just made him feel inept, to LACHSA where he is appreciated for his imagination and creativity. This is the way he needs to learn, and what a fun way to go through school! The arts are integrated into the curriculum, they are reading 'Animal Farm' 'in English and staging it in Acting. There is complete transparency in the administration, teachers and staff very accessible, all the grades and assignments are online so nothing slips through the cracks and I can stay on top of my son's academics. He is loving every minute of LACHSA and we are all the better for it. I am so impressed with the talent at the school, not to mention the diversity. What a relief to be done with LAUSD and all of its' woes!
—Submitted by a parent


Posted December 3, 2011

I'm writing mostly in response to the previous review. It's true the theater department head is the weakest link in all the art departments. My child was in both the music and theater department, and where the music department is a focused, fair, well-run department, the theater head is impulsive and often unfair. Having said that though, there are some amazing teachers in the theater department who do a fine job despite the poor leadership of their department head. My child had an outstanding time at LACHSA, and I must disagree that kids do not get into good colleges - he and his friends are attending RiSDY, Tufts, Bennington, Bard, Sarah Lawrence, UCs, and other fine colleges. There are a couple of bumps academically, but also there are some great teachers. My child, despite the arduous rehearsals, and an outside commitment to another arts venue, made time to study and to enjoy a rich social life. The kids from LACHSA hung out and made films, music, art, and wrote plays in their spare time. My older child who attended a highly academic gifted magnet said, after attending the LACHSA graduation, that he had never seen a group of students be so supportive of one another.
—Submitted by a parent


Posted October 25, 2011

I would never recommend this school, especially for the theatre department. It is run very poorly by an awful department head. If you want to send your child to a school where she will get fair opportunities to perform and you feel that he/she has special talents, send him/her to your homeschool where they can stand out. However, if you are willing to live through the horrible commute, poor academics (besides french), and unfair treatment within arts and grades, you should know that LACHSA has a few incredible teachers in the theatre department that even though the department head wants to get rid of them, I would have left the school. But I stuck it out for those teachers that I actually learned from (something that is rare at this school)
—Submitted by a student


Posted July 14, 2011

I am a 2011 visual and film student alumni and I loved the experience. The people and collaboration was very welcoming and you never felt alone. People love to do art and its just CRAZY. In one corner you see singers and another you see dancers and painters and actors and so on. Also the fact is the more you get to know people other than just your own department, you can collaborate different arts together to create beautiful pieces. There are fun and memorable moments at LACHSA but there is alot of work to be done. So dont slack off. Be your best and dont be afraid to explore. Make a lot of friends. The school is very supportive and will help you reach your hearts desire. All it takes is for you to believe and fight for what you want.


Posted April 18, 2011

I attended this school from 2006-2010 and I absolutely loved my time there. I learned plenty in both the arts and academics, and both challenged me immensely. Although this is a great performing arts school, there are some very rigorous academic classes if the student chooses to take them. Of course, the arts are simply amazing as well. The experienced teachers work hard to prepare the students for the challenging world of performing arts. Another incredible aspect of the school is the way the students treat each other. Basically all of the students respect each other's differences and are very accepting and open. There are no "cliques" or "popular" kids; everyone is respected and valued. Being on a college campus, a lot of responsibility is placed on the students as there are no proctors to constantly monitor the students. Students are given a lot of freedom and most use their freedom wisely. Like with any school, there are some organizational problems, but not to the point where it is not worth it to attend. In fact, some students travel 4 hours a day to attend this school. I only traveled 1 hour, but it was worth it as it prepared me for college, performing, and life in general!
—Submitted by a student


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

832

Change from
2011 to 2012

+2

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

1 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

832

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

+2

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)

9 / 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)

1 / 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.

58 students were tested at this school in 2012.

2012

 
 
14%

2011

 
 
31%

2010

 
 
31%

2009

 
 
42%
Algebra II

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

21 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
20%

2010

 
 
60%

2009

 
 
46%
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
80%

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

117 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
49%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

155 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
92%

2010

 
 
91%

2009

 
 
94%
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.

72 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
63%

2010

 
 
67%

2009

 
 
50%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

49 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
59%

2010

 
 
72%

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

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

64 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
23%

2010

 
 
13%

2009

 
 
25%
Biology/Life Sciences

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

124 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
51%

2010

 
 
64%

2009

 
 
77%
Chemistry

The state average for Chemistry was 51% in 2012.

20 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
43%

2010

 
 
n/a

2009

 
 
30%
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.

155 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
82%

2010

 
 
83%

2009

 
 
80%
Geometry

The state average for Geometry was 17% in 2012.

57 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
8%

2010

 
 
35%

2009

 
 
22%
High School (Summative) Mathematics (Grade 9-11)

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

24 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
47%

2010

 
 
51%

2009

 
 
61%
Science

The state average for Science was 53% in 2012.

152 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
68%

2010

 
 
80%

2009

 
 
70%
World History

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

96 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
50%

2010

 
 
63%

2009

 
 
63%
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.

61 students were tested at this school in 2012.

2012

 
 
2%

2011

 
 
3%

2010

 
 
2%

2009

 
 
0%
Biology/Life Sciences

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

26 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

91 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
20%

2010

 
 
40%

2009

 
 
19%
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.

145 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
79%

2010

 
 
75%

2009

 
 
82%
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%

2009

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

69 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
12%

2010

 
 
36%

2009

 
 
38%
Physics

The state average for Physics was 56% in 2012.

19 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
27%

2010

 
 
66%

2009

 
 
70%
U.S. History

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

145 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
73%

2010

 
 
59%

2009

 
 
71%
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 Students14%
Females19%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantagedn/a
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate16%
Parent education - graduate school/post graduate14%
Parent education - declined to staten/a

Algebra II

All Students20%
Females19%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)8%
Economically disadvantagedn/a
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school 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
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Students69%
Females69%
Males70%
African American56%
Asian92%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged46%
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate68%
Parent education - graduate school/post graduate80%
Parent education - declined to state67%

English Language Arts

All Students90%
Females94%
Males83%
African American71%
Asian93%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged67%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate92%
Parent education - graduate school/post graduate93%
Parent education - declined to state88%

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students41%
Females36%
Males46%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged25%
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate42%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students52%
Females35%
Males78%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantagedn/a
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate39%
Parent education - graduate school/post graduate67%
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
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students21%
Females21%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)25%
Economically disadvantagedn/a
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduate21%
Parent education - graduate school/post graduate29%
Parent education - declined to staten/a

Biology/Life Sciences

All Students68%
Females69%
Males68%
African American56%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantagedn/a
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduate75%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Chemistry

All Students35%
Females27%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students84%
Females90%
Males76%
African American77%
Asian79%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged69%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate89%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Geometry

All Students5%
Females5%
Males5%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)10%
Economically disadvantagedn/a
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduate8%
Parent education - graduate school/post graduate6%
Parent education - declined to staten/a

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

All Students46%
Femalesn/a
Males57%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)54%
Economically disadvantagedn/a
Non-economically disadvantaged50%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students73%
Females75%
Males70%
African American48%
Asian86%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged62%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate80%
Parent education - graduate school/post graduate76%
Parent education - declined to staten/a

World History

All Students59%
Females58%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantagedn/a
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)24%
Parent education - college graduate70%
Parent education - graduate school/post graduate68%
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
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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students2%
Females3%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)3%
Economically disadvantagedn/a
Non-economically disadvantaged2%
Students with disabilityn/a
Students with no reported disability2%
English learnern/a
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)0%
Parent education - college graduate0%
Parent education - graduate school/post graduate6%
Parent education - declined to staten/a

Biology/Life Sciences

All Students70%
Females71%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students12%
Females11%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged9%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)5%
Parent education - college graduate12%
Parent education - graduate school/post graduate17%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students72%
Females73%
Males70%
African American46%
Asian87%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged64%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)61%
Parent education - college graduate73%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Geometry

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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students26%
Females26%
Males27%
African Americann/a
Asian42%
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
White (not Hispanic)33%
Economically disadvantagedn/a
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate24%
Parent education - graduate school/post graduate34%
Parent education - declined to staten/a

Physics

All Students48%
Femalesn/a
Males64%
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 disadvantaged44%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students67%
Females62%
Males75%
African American31%
Asian69%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged64%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate67%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - 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

English Language Arts

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

158 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
100%

2010

 
 
99%

2009

 
 
98%
Math

The state average for Math was 84% in 2012.

158 students were tested at this school in 2012.

2012

 
 
97%

2011

 
 
96%

2010

 
 
97%

2009

 
 
95%
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 Students97%
Females99%
Males94%
African American95%
Asian93%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females98%
Males95%
African American95%
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged96%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/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
White 48% 28%
Hispanic or Latino 21% 49%
Asian 12% 8%
African American 9% 7%
Multiple or No Response 6% 3%
Filipino 3% 3%
American Indian or Alaska Native 2% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 11%N/A24%
Students eligible for free or reduced-price lunch program 24%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
Korean 33% 1%
Mandarin (Putonghua) 33% 1%
Spanish 33% 85%
Source: CA Dept. of Education, 2007-2008

College readiness and student pathways

Colleges most students attend after graduation UCLA
NYU
Cal Arts
Read more about resources at this school
Source: Manually entered by a school official.

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 13N/A11
Average years teaching 20N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Manually entered by a school official.

Awards

Academic awards received in the past 3 years
  • California Distinguished School (2010)

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Instrumental music lessons
  • Orchestra
Performing and written arts
  • Dance
  • Drama
Media arts
  • Video / Film production
Clubs
  • Yearbook

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish
Foreign languages spoken by staff
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • Visiting teachers or lecturers from colleges
School leaders can update this information here.

School basics

School Leader's name
  • George Simpson
Best ways for parents to contact the school
  • Email
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (323) 343-2549

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish

Resources

Foreign languages spoken by staff
  • Spanish
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • Visiting teachers or lecturers from colleges
School leaders can update this information here.

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Instrumental music lessons
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Dress code
More from this school
  • LACHSA is the premiere arts high school in the Western U.S. Each of our award winning depts. has graduates attend the finest universities, colleges and conservatories in the country including: Julliard, NYU, New School, Berklee school of Music, Boston Conservatory, San Francisco Conservatory, New England Conservatory, Indiana University, ALL the UC campuses including Berkley, UCLA, UCSD, All the Cal States, Rice, Brown, Tufts, Tulane, UMICH, De Paul, SUNY, Ithaca, Syracuse, Stanford just to name a few. Class of 2011 had a 99% matriculation rate and an API of 840. And LACHSA is 100% tuition free accepting students from every city in Los Angeles County.
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

Planning ahead

Students typically attend these schools after graduating
UCLA
NYU
Cal Arts
College preparation / awareness offered
College prep programs/courses during the year
Visiting teachers or lecturers from colleges
College presentations or information sessions
SAT/ACT prep classes
Notice an inaccuracy? Let us know!

5151 State University Drive
Los Angeles, CA 90032
Website: Click here
Phone: (323) 343-2787

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