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GreatSchools Rating

L.A. County High School For The Arts

Public | 9-12 | 615 students

We are best known for award winning arts & academics. High college attendance

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 4 ratings
2012:
Based on 13 ratings
2011:
Based on 8 ratings

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51 reviews of this school


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Posted Wednesday, October 22, 2014

This low rating is only because I am a student in the (flawed) Theatre Department and have dealt with the subpar academics, especially in math. This year LACHSA decided they not able to move classes around for a large fraction of Seniors wanting to take a language and math, so me and many other students were forced to not take math or a language class this year because it was simply not provided. The Senior English teacher was not hired until halfway through the first semester, so my class had to deal with a wide range of substitutes, none of which could teach. As for the Theatre Department, it is hardly fair and opportunities to perform are slim if you do not have the "right look" or are not close with the teacher or department head. This is understandable considering the department is preparing theatre students for the real, professional world, but valuing looks or connections over talent is something almost too commonly seen, especially when casting time for shows comes around. I know many students who do not enjoy theatre any more because of their experiences at LACHSA.
—Submitted by a student


Posted September 14, 2014

Great school! Pros: Strong visual arts program Great for college portfolios Has A.P. classes A lot of like-minds Academic teachers who (for the most part) understand their artistic pupils. Very friendly and nourishing environment Very edgy/stylish architecture Cons: Would love to see better math teachers who TEACH Too many theater kids The college doesn't like us very much (they blame everything on us) Hallways = worse than LA traffic
—Submitted by a student


Posted March 2, 2014

Our daughter loves the visual arts program. The teachers go out of their way to provide the support she needs in both academics and the arts. There is always something exciting going on as the team draws in the world for the students.
—Submitted by a parent


Posted February 6, 2014

LACHSA was unable and unwilling to have a student with a learning difference/disability who otherwise qualifies for general education by all applicable law. They had (1) part-time resource teacher, and your student could go to his office during 9th grade study hall (along with every other student with a learning difference) for meaningless, noisy interaction...not targeted to their needs. For 10-12th grades, student would have to drop a core academic class to have a study hall period, then have this "walk to another building's basement office" to fulfill "resource" minutes. The part-time academic teachers were unwilling to educate student in their classrooms (lots of rolling eyes), and the part-time arts instructors were not credentialed teachers, and completely unwilling/unable to actually TEACH a student with learning difference. For a PUBLIC school, taking PUBLIC money, this was a disgrace: and they simply force these students out of the school. Since public education is about equality, I guess some kids are more equal than others?
—Submitted by a parent


Posted December 17, 2013

This school is a life saver. The academics are supremely flawed, but without the training, love, friendship, and joy I've gotten from this school, I probably would be dead right now.
—Submitted by a student


Posted September 12, 2013

Looking at it from a very objective point of view, LACHSA is a school that is in development. The school itself likes to be liberal and accepting of which it is, but some of its ideas are half-accomplished or are not executed properly. Subtle things, such as not allowing the kids to use the elevators or the exits are not good security measures since they use them anyways because the hallways are so crowded and though new and better teachers have come, some teachers that do not match up to proper standards cannot be rid of because of their seniority. Of course, some ideas are well executed, with many of the teachers having an artistic or interesting background and able to support and socialize with the students. The art classes are generally well-liked by the students and does give an experience that most high schools do not have the capability of doing. With its idealogy and motivation, LACHSA, with improvement, can reach new heights.
—Submitted by a student


Posted August 23, 2013

My daughter loves her new building. She says she finally found her peers. So far the teachers are great. The music department is challenging her. Looking forward to the year.
—Submitted by a parent


Posted August 22, 2013

My son is exhilarated every morning when he wakes up to go to LACHSA. He loves the teachers, he loves his classes and most of all he is so excited with the theater arts classes and thankful for the opportunity to go to high school with other kids that love acting!
—Submitted by a parent


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


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

843

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

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 met all student subgroup API targets for 2013

This school's
API score

843

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+12

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

8 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

1 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2013.

46 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
14%

2011

 
 
31%

2010

 
 
31%
Algebra II

The state average for Algebra II was 65% in 2013.

20 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
20%

2011

 
 
20%

2010

 
 
60%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

64 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
n/a

2011

 
 
80%

2010

 
 
n/a
Earth Science

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

68 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
69%

2011

 
 
49%

2010

 
 
n/a
English Language Arts

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

139 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
90%

2011

 
 
92%

2010

 
 
91%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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Geometry

The state average for Geometry was 45% in 2013.

72 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
41%

2011

 
 
63%

2010

 
 
67%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

51 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
52%

2011

 
 
59%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

66 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
21%

2011

 
 
23%

2010

 
 
13%
Biology/Life Sciences

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

111 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%

2011

 
 
51%

2010

 
 
64%
Chemistry

The state average for Chemistry was 46% in 2013.

23 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
35%

2011

 
 
43%

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

145 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%

2011

 
 
82%

2010

 
 
83%
Geometry

The state average for Geometry was 15% in 2013.

53 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
5%

2011

 
 
8%

2010

 
 
35%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

21 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
46%

2011

 
 
47%

2010

 
 
51%
Science

The state average for Science was 54% in 2013.

140 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
73%

2011

 
 
68%

2010

 
 
80%
World History

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

103 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
59%

2011

 
 
50%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

46 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
2%

2011

 
 
3%

2010

 
 
2%
Biology/Life Sciences

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

17 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
70%

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

68 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
12%

2011

 
 
20%

2010

 
 
40%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

118 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
72%

2011

 
 
79%

2010

 
 
75%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

58 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
26%

2011

 
 
12%

2010

 
 
36%
Physics

The state average for Physics was 58% in 2013.

15 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
48%

2011

 
 
27%

2010

 
 
66%
U.S. History

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

118 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
67%

2011

 
 
73%

2010

 
 
59%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

All Students15%
Females18%
Males8%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantagedn/a
Not economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
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 graduate14%
Parent education - graduate school/post graduate9%
Parent education - declined to staten/a

Algebra II

All Students40%
Females45%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only42%
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 graduate38%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students75%
Females72%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantagedn/a
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
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 graduate68%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Earth Science

All Students56%
Females57%
Males54%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantagedn/a
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only55%
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 graduate52%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

English Language Arts

All Students95%
Females97%
Males92%
African American85%
Asian100%
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged69%
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
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)93%
Parent education - college graduate94%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students15%
Females12%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)19%
Economically disadvantagedn/a
Not economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
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 graduate18%
Parent education - graduate school/post graduate11%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

All Students43%
Females48%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantagedn/a
Not economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only42%
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 graduate35%
Parent education - graduate school/post graduate52%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

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

Algebra II

All Students14%
Females14%
Males13%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantagedn/a
Not economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability14%
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 graduate8%
Parent education - graduate school/post graduate21%
Parent education - declined to staten/a

Biology/Life Sciences

All Students65%
Females68%
Males60%
African American60%
Asiann/a
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged36%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only65%
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 graduate61%
Parent education - graduate school/post graduate74%
Parent education - declined to state83%

Chemistry

All Students26%
Females15%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)25%
Economically disadvantagedn/a
Not economically disadvantaged22%
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 graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students83%
Females86%
Males80%
African American86%
Asian92%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged71%
Not economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
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)47%
Parent education - college graduate91%
Parent education - graduate school/post graduate89%
Parent education - declined to state86%

Geometry

All Students6%
Females7%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantagedn/a
Not economically disadvantaged7%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only6%
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 graduate0%
Parent education - graduate school/post graduate11%
Parent education - declined to staten/a

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

All Students40%
Females33%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
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 graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students73%
Females74%
Males70%
African American73%
Asian75%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged63%
Not economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
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)25%
Parent education - college graduate77%
Parent education - graduate school/post graduate79%
Parent education - declined to state92%

World History

All Students54%
Females50%
Males59%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged40%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
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)13%
Parent education - college graduate52%
Parent education - graduate school/post graduate71%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Algebra I

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

Algebra II

All Students2%
Females4%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)6%
Economically disadvantagedn/a
Not economically disadvantaged3%
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 graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students88%
Females91%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
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 Students25%
Females28%
Males20%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantagedn/a
Not economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
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)8%
Parent education - college graduate24%
Parent education - graduate school/post graduate42%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students81%
Females81%
Males79%
African American63%
Asian92%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged73%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
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)77%
Parent education - college graduate84%
Parent education - graduate school/post graduate77%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students32%
Females28%
Males41%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantagedn/a
Not economically disadvantaged34%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
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 graduate36%
Parent education - graduate school/post graduate45%
Parent education - declined to staten/a

Physics

All Students60%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
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 Students66%
Females66%
Males66%
African American53%
Asian75%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged64%
Not economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
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)55%
Parent education - college graduate67%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

164 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
100%

2010

 
 
99%
Math

The state average for Math was 84% in 2013.

164 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
96%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

Source: California Department of Education

English Language Arts

All Students98%
Females96%
Males100%
Gender Unknownn/a
African American100%
Asian85%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to staten/a
Economically disadvantaged100%
Not economically disadvantaged97%
Economic Status Unknown100%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females96%
Males98%
Gender Unknownn/a
African American96%
Asian100%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged95%
Not economically disadvantaged98%
Economic Status Unknown92%
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 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 50%
Hispanic 20%
Black 12%
Asian 9%
Two or more races 6%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 5%N/AN/A
English language learners 1%N/AN/A
Source: CA Dept. of Education, 2013-2014

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.

Teacher experience

  This school District averageState average
First-year teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
Dance teacher(s)
ELL/ESL Coordinator
Math specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
School psychologist
School social worker/counselors(s)
Foreign languages spoken by school staff Chinese (Mandarin)
French
Spanish
Read more about programs at this school
Source: Provided by a school official.

Awards

Academic awards received in the past 3 years
  • Exemplary Schools (2012)
  • America's Best High Schools (2013)

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Extra learning resources offered
  • Differentiated learning programs

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Math specialist(s)
School facilities
  • Computer lab
  • Science lab

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
  • Performing arts
  • Visual arts
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
Vocational or skills-based training offered
  • Industrial / graphic design
Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Printmaking
  • Sculpture
  • Textile design
Music
  • Chamber music
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Opera
  • Orchestra
  • Theory
  • Vocal lessons / coaching
Performing and written arts
  • Dance
  • Drama
  • Improv
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production
Clubs
  • Anime club
  • Art club
  • Arts and crafts
  • Yearbook

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Chinese (Mandarin)
  • Russian
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • French
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Gym
  • Swimming pool

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Advanced placement courses
  • Gifted / high performing
  • Honors track
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
Clubs
  • Debate
School leaders can update this information here.

School basics

School start time
  • 8:00 am
School end time
  • 4:00 pm
School Leader's name
  • George Simpson
Best ways for parents to contact the school
  • Email
Gender
  • Coed
Special schedule
  • Block scheduling
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (323) 343-2549

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Advanced placement courses
  • College prep
  • Direct instruction
  • Gifted / high performing
  • Honors track
  • Hybrid
  • Individually guided instruction
  • Multi-aged
  • STEM
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Music
  • Performing arts
  • Visual arts
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • Spanish
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Chinese (Mandarin)
  • Russian
  • Spanish
Vocational or skills-based training offered
  • Industrial / graphic design
  • Technical theatre

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Math specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • School social worker/counselors(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • French
  • Spanish
Extra learning resources offered
  • Acceleration
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Tutoring
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
Transportation options
  • None
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Computer lab
  • Gym
  • Internet access
  • Learning lab
  • Library
  • Music room
  • Science lab
  • Swimming pool
Partnerships with local resources and organizations
School leaders can update this information here.

Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • Ceramics
  • Design
  • Drawing / sketching
  • Painting
  • Photography
  • Printmaking
  • Sculpture
  • Textile design
Music
  • Chamber music
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Opera
  • Orchestra
  • Theory
  • Vocal lessons / coaching
Performing arts
  • Dance
  • Drama
  • Improv
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Anime club
  • Art club
  • Arts and crafts
  • Chess club
  • Community service
  • Debate
  • Game club
  • Homework help/study buddy club
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer time after school
More from this school
  • LACHSA is one of the premiere arts high schools in the 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 nam
School leaders can update this information here.

Apply

 

Submit your application by

January 09, 2015

 
77
days left!
 
Apply now
 

What are your chances?


1 out of 10students were accepted for the 2013-2014 school year.


Students accepted for the 2013-2014 school year
180
Applications received for the 2013-2014 school year
1300

Planning ahead

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

5151 State University Drive
Los Angeles, CA 90032
Website: Click here
Phone: (323) 343-2550

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