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GreatSchools Rating

Stella Middle Charter Academy

Charter | 5-8 | 434 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 6 ratings
2010:
Based on 4 ratings

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23 reviews of this school


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Posted February 5, 2013

My child attended Stella Middle Charter (5th & 6th) I was very happy with the staff and the school, but once they entered (7th - 12th) which it's located by LAX I cannot say I feel the same anymore. This school is so stuck on how to punish your child then actually teaching them. They give out detention like it's candy. My child self-esteem has gone down they don t have any programs for kids with special needs basically they expect ALL students to be perfect (sorry in the real world it doesn t work that way). 99% of the teachers are right out of college and have no patients for kids, they do not have the background to deal with different type of kids and they think by giving out detentions the problem is solved. If you speak you get detention, if you horse around with your friends you get detention (that s during the Childs free time). I don t think my child has really learned anything this year but how to get detention. Can t wait for the year to end to get my kid out of here!
—Submitted by a parent


Posted September 1, 2011

please tell me about sports programs at this school. my son is 10. entered your school for 1st time this year. i help the family and the son and want to be sure he has opportunities for physical education at your school. and if not i want to provide something outside for him.


Posted August 30, 2011

An outstanding school. It really engages student in every aspect of their lives. My daughter has really learned a lot in this school.
—Submitted by a parent


Posted August 29, 2011

I am very pleased with the structure, discipline, and rigorous academics this school has. I will definitely keep my daughter here until she graduates. The attitude towards her future her evident.
—Submitted by a parent


Posted July 18, 2011

It doesn't matter what your child's intellect, ability or grades are, all that matters is that your child fulfills the school's requirements, otherwise, you can be certain that your child will be held back, no matter how many "A's" he or she has. As my child's Advisory Teacher put it, "These schools give a lot of work because the students are not up to level, and so they may reach level. Your child belongs in a regular school, where he can play after school sports."
—Submitted by a parent


Posted March 16, 2011

Wow. That is all I have to say about this school. I am a professional, college-educated parent who has a child enrolled at this school. If you and your child do not enjoy learning and working hard to achieve what you want, they don't bother coming to this stupendous school. The academic curriculum is grueling; the MS kids read HS level books while the HS students read college level. I like the fact that they are required to read several books a year. My child is never NOT reading a book. As soon as he finishes one, he starts another, and this is thanks to the habits Stella Academy has taught him. These kids are the cream of the crop and will no doubt be successful with the help of their parents, teachers, and Bright Star Schools.
—Submitted by a parent


Posted January 28, 2011

Yes, the hours are long and academic (and behavioral) expectations are HIGH, but if you want to give your child a real chance at succeeding in today's cutthroat business world (and yes...every field is essentially a business) where a Bachelor's degree is starting to resemble a mere elementary school certificate...then Stella is the school for your child 9and you). The teachers are dedicated, and the Vice Principal is committed to not only working with the students, but also supporting parents. Principal, however...is on campus once in a blue moon and is rather distant and superficial.
—Submitted by a parent


Posted September 28, 2010

Stella Charter has a very structure and challenging academic program, the parent that doesn't get why natural color socks are important, its ashame I send my child to learn and get educated, not to worry who has the name brand socks. At a LAUSD school my kid was rated as 2nd grade reading level, two months before entering a classroom in Stella Charter he had completed 2 summer reading count books. I rather have his mind occupied in books than 3-4 hrs in video games, Thank you Stella Charter for giving the ghetto side of LA a chance for a better tomorrow.
—Submitted by a parent


Posted August 26, 2010

Stell has to be one of the worst schools. This school is to strict, give way to much homework, and have extensive hours of schooling. What kid has to go to school at 7:25 and come out at 6pm. The rules in the dress code are riddiculous who cares what colored your socks are. They school isn't even racially diveresed. This school is a joke why would you let these kids out so late and give them so much homework. At this school elective starts at 3:30 compared to other middle schools that end at 3:00. The elective when I was there was for the girls to learn spanish. While the guys go to play soccer. The school wouldn't let kids bring junk food and if they did the teachers would take it and eat it themselves, why not give the kids the food at the end of the day.


Posted August 12, 2010

I searched high and low for a school that would challenge my child accordingly and this school is it. The academic program is strong and is set up in a way that mirrors what they will get when they attend college. I have read the other reviews and much of what has been said about the long hours & huge amount of homework is true. This is not a school for every family. I use the word family because it's not a type of program that your child can attend if they don't have family support. The staff is caring and very responsive. My only hope is one day it will become a little more culturally diverse.
—Submitted by a parent


Posted February 25, 2010

Even though i am about to graduate to high school this school is very good and you learn a lot and you get to do fun things to
—Submitted by a student


Posted May 4, 2009

This is my childs second year at Stella, and I stayed only because of the two teachers. The hours are long and some are not productive at all. The ASES program is a joke, as well as some of the mandatory items the Director comes up with. The location move has caused more problems and more cost to a 'free' school. The overall idea is good, implementation is another subject.
—Submitted by a parent


Posted May 3, 2009

This school is in some ways amazing and in others horrible beyond imagining. When I was in a different school the year before I enrolled in Stella, I had terrible grades. I never listened to the teacher and all I cared about was recess. But when I came to this charter school, my grades lifted to all As. Unfortunately, that is the only good thing I have to say about Stella. The school hours are unreasonable, starting from 7 in the morning to 6 at night. The teachers don't care about the feelings of the students, and they have barely any punishments for the students being bad, making bullies common in the area. If your child may go to this school, I suggest you should dig a little deeper into the information on Stella.
—Submitted by a student


Posted December 6, 2007

Stella is a great school, the principal is simply wonderful and listens to the parents. Yes, the hours are long but worth it. My child is learning and her mind is expanding, everyday she comes home and tells me what she learned. I love the fact that children wear uniforms and that there is a strict policy in that matter. Although, I think Stella's academics are top. I disagree with forcing the children to take field trips, it should be optional. If you are rewarding the children with fields trips let the parents decide if they want their child to attend or not. The trip to Big Bear is something that my child and I are not interested in. I understand that the school wants to reward the children, but it should be up to the parents not the school.
—Submitted by a parent


Posted September 14, 2007

I disagree with much of what's been said about stella academy. Although the hours are long, the fact remains that stella academy is the third top school within the Los Angeles school district. To say that teachers are uncaring or inconsiderate of the children's feelings is at the very least a gross misstatement. The teachers are there every step of the way. They're there to scold the children when they misbehave but they're also there to encourage and congratulate them. The truth is that many schools fail their children academically, which ultimitately comes at the expense of the childrens' futures. Stella does not have to invest so much time into their children, stella does not have to agonize over funding so that the children can go on field trips to top universities, but they do anyway. The proof is in the pudding, folks.
—Submitted by a parent


Posted May 30, 2007

I agree completely with the comment made in April of 2007. The children have an extremely long school day and are given an unreasonable amounts of homework and special projects each night. And the worse part is that staff does not seem to care about the well being of these children. The staff can be harsh and uncaring. From my observation, the voice of parent concerns do not count at this school.
—Submitted by a parent


Posted May 24, 2007

Never anywhere else have I seen a staff more caring and dedicated to enriching the lives of our children. The hours are long and it is tough, but I feel that this is a good lesson for my child. Stella Academy believes in taking responsibility for your actions. Also that there are consequences for everything that you do in life. This to me is a wonderful lesson that needs to be taught to our youth. They have a strict academic program, but there are rewards for meeting goals.
—Submitted by a parent


Posted April 5, 2007

The principal and teachers care little about how the children feel and how over worked they are.
—Submitted by a parent


Posted January 17, 2007

The principal and teachers care little about how the children feel and how over worked they are. Just because a child goes to school from 7:15 am to 4:45 p.m. does not mean that they are receiving the best education. The amount of homework is to much for these children after being in school all day. This is discouraging the child from education instead of being excited about it.
—Submitted by a parent


Posted January 11, 2007

Academics program hinders their progress. The principal is wonderful but teachers are very punitive when it comes to children.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

807

Change from
2011 to 2012

-18

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

9 / 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

807

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

-18

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)

7 / 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)

9 / 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.
English Language Arts

The state average for English Language Arts was 63% in 2012.

100 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
46%

2010

 
 
35%

2009

 
 
31%
Math

The state average for Math was 65% in 2012.

101 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
73%

2010

 
 
50%

2009

 
 
47%
Science

The state average for Science was 60% in 2012.

100 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
67%

2010

 
 
45%

2009

 
 
42%
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

English Language Arts

The state average for English Language Arts was 59% in 2012.

152 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
50%

2010

 
 
53%

2009

 
 
54%
Math

The state average for Math was 55% in 2012.

153 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
42%

2010

 
 
44%

2009

 
 
47%
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 86% 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 62% in 2012.

204 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
82%

2010

 
 
62%

2009

 
 
73%
Math

The state average for Math was 52% in 2012.

204 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
69%

2010

 
 
59%

2009

 
 
71%
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 49% in 2012.

79 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
40%

2010

 
 
68%

2009

 
 
61%
English Language Arts

The state average for English Language Arts was 59% in 2012.

114 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
80%

2010

 
 
75%

2009

 
 
79%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

38 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
n/a

2010

 
 
72%

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

117 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
76%

2010

 
 
75%

2009

 
 
60%
Science

The state average for Science was 66% in 2012.

114 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
99%

2010

 
 
99%

2009

 
 
95%
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

English Language Arts

All Students51%
Females50%
Males52%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino54%
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner31%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate52%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)48%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Math

All Students61%
Females68%
Males54%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino63%
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability63%
English learner43%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state86%

Science

All Students52%
Females49%
Males55%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino54%
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learner36%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state53%
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

All Students53%
Females49%
Males58%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learner24%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students31%
Females27%
Males35%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability32%
English learner16%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)24%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%
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 no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students63%
Females71%
Males55%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino61%
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantaged83%
Students with disability25%
Students with no reported disability65%
English learner36%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)66%
Parent education - college graduate69%
Parent education - graduate school/post graduate65%
Parent education - declined to state65%

Math

All Students42%
Females42%
Males43%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino44%
White (not Hispanic)n/a
Economically disadvantaged42%
Non-economically disadvantaged48%
Students with disability8%
Students with no reported disability45%
English learner26%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)41%
Parent education - college graduate23%
Parent education - graduate school/post graduate30%
Parent education - declined to state52%
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 Students70%
Females73%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)73%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state75%

English Language Arts

All Students85%
Females85%
Males83%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino85%
White (not Hispanic)n/a
Economically disadvantaged84%
Non-economically disadvantaged83%
Students with disability45%
Students with no reported disability88%
English learner60%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate89%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)80%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state69%

General Mathematics (Grades 6 & 7 Standards)

All Students58%
Females59%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantagedn/a
Students with disability25%
Students with no reported disability73%
English learner56%
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students76%
Females76%
Males74%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino75%
White (not Hispanic)n/a
Economically disadvantaged76%
Non-economically disadvantaged72%
Students with disability21%
Students with no reported disability83%
English learner43%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate72%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)75%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Science

All Students81%
Females76%
Males85%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino81%
White (not Hispanic)n/a
Economically disadvantaged81%
Non-economically disadvantaged78%
Students with disability36%
Students with no reported disability85%
English learner45%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate81%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)70%
Parent education - college graduate91%
Parent education - graduate school/post graduaten/a
Parent education - declined to state85%
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

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 86% 49%
African American 11% 7%
Asian 1% 8%
Pacific Islander 1% 1%
White 1% 28%
American Indian or Alaska Native 0% 1%
Filipino 0% 3%
Multiple or No Response 0% 3%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 133%N/A24%
Students eligible for free or reduced-price lunch program 294%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 100% 85%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 30N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 2N/A11
Average years teaching 3N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 56%N/A96%
Emergency credential or waiver 6%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

2636 Mansfield Avenue
Los Angeles, CA 90016
Website: Click here
Phone: (323) 954-9957

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