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Renaissance Arts Academy

Charter | 6-12 | 314 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 4 ratings
2011:
Based on 5 ratings
2010:
Based on 6 ratings

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42 reviews of this school


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Posted April 16, 2013

I went to this school for 3 years, and I can tell you from experience that they do not treat all the kids the same. They play favorites, and unless you are one of there favorites than you will not learn much. There are 2 women that run the school and they are crazy. manny of there decisions are uncalled for and not justified. word of advice to the parents: if your child comes home with a crazy story and you do not trust them because it sounds outrageous; listen to them it is more than likely that they are telling the truth.


Posted September 20, 2012

My child was expected to work together with others around her and contribute to the community as a musician and a scholar. This experience has served her extremely well in college. RenArts gave her daily opportunities to learn and solve real problems as an intellectual and a performer. She developed a deep confidence in her ability to communicate and direct her own learning. For students ready to work on challenging material and develop discipline this school is a perfect match.
—Submitted by a parent


Posted September 17, 2012

I can honestly say this school is OK for middle school. Ren Arts was a wonderful place during my middle school years because I got to learn the cello. But beware favoritism does exist at this school. There are a lot of things wrong with this school for example: very bad math department, distracting environment, verbal abuse, emotional pain, and DRAMA! The school directors are not very good at solving problems and always put the blame on the student! Another thing is that they expect you to learn something even though there is another lesson going on in the "station" next to you. I loved this school very much but the academic program gets really boring after a while. There is also a problem with teachers getting fired constantly because they do not live up to the standards of the school directors.The directors probably make a kid cry at least every month( I know I cried alot) But if you want you kids to get into the arts renarts is the place BUT ONLY FOR MIDDLE SCHOOL! If your kid succeeds in the arts after middle school they can apply for places like VAPA, Idywild and if they are really good Lachsa or Interlochen.I 'm grateful because this school introduced me to the cello!


Posted April 21, 2012

My daughter attended RenArts and had the best education I can imagine it is possible to get from a progressive, forward-thinking institution. The staff here, especially PK and Sidnie, are superb, thoughtful people who know what a safe, smart school should be.
—Submitted by a parent


Posted February 20, 2012

OK SERIOUSLY THIS SCHOOL IS NOT A GOOD CHOICE! My child attended a few years ago he loved it! But then he started to notice that everything was based on if the school directors liked you or not! The teachers were not very helpful and never responded to my emails. The directors made my child would come home crying on how the directors where mean to him. My child had terrible grades, so the directors called me to sit in classes with him. What I observed is that the teachers mainly only help the students that they like. Oh and if you already play an instrument this is not the school for you, my child always got bullied to even though the directors said it was a "bully safe location. The kids there where very mean to him and pulled pranks on him. And they have a "special (rehab arts) program for the kids who are not "talented" (they had to change the name because parents got furious). This is a terrible school! The office staff is terrible to it took them a month to give me my childs transcripts to switch. My child told the directors that he/she was audtioning for another arts school and the director said "Oh and you think your going to get in" my child got inTHIS IS THE WORST SCHOOL


Posted September 18, 2011

This school is perfect in the way they teach the classics and the arts, and is wonderful in that they combine children into groups based on their learning level and not their age. Also, learning in a large space like this requires focus of attention. For a motivated, artistic child, I'm not sure there is a better place in LA to learn. And for kids who enter the school far behind, advisors will spend countless hours 1 on 1 trying to help them catch up (I remember spending hours teaching a 15 year old who came to us unable to read)... HOWEVER, the discipline philosophy at this school is a serious problem- they don't quite understand the best way to deal with un-ruly children and so the children are forced to sit idle on a dirty carpet (and shamed for it) as a result. This needs to change. But from an educational aspect, this school can be incredible for any parent/child willing to commit to the content (of the classics and the arts). And for parents/children who are willing to work hard and be motivated.
—Submitted by a teacher


Posted July 13, 2011

My child has been at Renaissance Arts Academy for five years. She has blossomed BECAUSE of the things that this school DOES NOT have. She has been challenged to think beyond the every day concerns of most teenagers. She has had experiences that should would never have gotten in a regular school. She's performed at Disney Hall and the Hollywood Bowl, she's taken Physics and Latin, she's read Wuthering Heights and The Aeneid. Stressing about grades and tests and homework is something she has NEVER had to worry about at this school, and me either. She is free to put all her focus on learning.
—Submitted by a parent


Posted June 23, 2011

Rating this school using a star system is nearly impossible because it has many pros and cons that make it a great experience for some and a dispiriting one for others. My child attended for middle school , so my comments cover grades 6-8, though I think most apply for high school as well. PROS: - Safe environment - no gangs, guns etc. Close quarters--and constant supervision--keep bad behavior to a minimum. - Great, quirky kids. Although admission is decided by lottery, families tend to self-select. (Lots of aging hipster parents.) - Amazing classical music program (strings, choir, percussion ) and good modern dance program CONS: - No sports, P.E , drama, visual arts, spoken language classes or extra curricular activities such as dances, clubs, etc. - Academics are spotty. A lot of the best teachers don't last . There is virtually no academic homework, and while provocative longterm essays are assigned, teachers are apparently either not qualified to, or too lazy to, provide constructive feedback. - Grading is capricious, one teacher says she never gives the top grade, no matter how well the student did, because she "doesn't want kids to get a swelled head." Really.
—Submitted by a parent


Posted May 18, 2011

My daughter has been a student since 6th grade she is now in 10th. We love this school. Teachers are the best. They stay after if a child needs help come in early if needed as well.She has learned so much and really looks forward to going to school every morning. Sid & PK have been very helpful in placing her in just the right classes.We are hopeful next year she will be in honers. Thank you for everything we are soooo happy she did not have to attend Eagle Rock High School.Thanks to Ren Arts in Eagle Rock
—Submitted by a parent


Posted March 24, 2011

I am a current scholar at Ren-Arts and this would be my second year attending this school I feel that this would not be the right school for me I am in 7th grade and i know 9/10th graders in the same class as me. When I was in 6th grade I found myself not understanding the material completely for the fact that this school will move very fast. So, if you feel that you can keep up very well then you can come here if not then you should not. The teachers here sometimes choose favorites in times. One of the main parts of this school is responsibilities for the fact that they dont have a janitor at lunch you must clean your own area and they do not give homework so you must study on you own to fallow your own classes


Posted October 11, 2010

This what school should be! Someone start one for adults! This school truly challenges our young scholars to use their minds! The focus on community is setting us up to address the challenges ahead. Seeing these children grow and blossom is amazing. Reach further, stretch your mind, and your talents! YEA RENARTS!
—Submitted by a parent


Posted October 9, 2010

i like the progressive curriculum, the attentiveness of the directors and the adviser's (aka teachers) and their dedication to providing the best education for their scholars (aka students). Scholars are expected to demonstrate dedication and commitment to the performance arts and academics. You won't find the Breakfast Club cliques here, Prom or Homecoming Game Bonfires. It's pure arts and academics. As a result, the school has a 100% graduation rate, the highest API scores among LAUSD middle schools and the second highest among LAUSD high schools. I am grateful that this school exists and that my granddaughter has the opportunity to experience the high level education they provide.


Posted October 9, 2010

Renaissance Arts Academy is keeping music education alive and well in Los Angeles.


Posted September 8, 2010

I'm a second year here at Ren-Arts and absolutely loving it! My teachers are all very helpful and it's hardly ever boring (except fro study period, which could use some work). There is no real social competition, no bullying, and no fights. The staff is strict, but only if you disobey, and if you are ruffian this not the school for you. I find it interesting and the music is cool!


Posted June 22, 2010

I must disagree with some of the recent reviews, especially such remarks as "Jim Jones", and "Soviet". I've chaperoned field trips to Disney Hall and sat on the sidelines of many after school rehearsals and what I see are hundreds of kids experiencing enrichment that they would not receive elsewhere. Some of the top performing kids received their first instrument at Ren Arts and started from scratch, so the comment that the teachers only care about the talented kids is just not true. Regarding Parent Involvement, I just don't know. There is no PTA and I have never been aware of a parent meeting. The few parents I've met agree with me that there could be better communication in regard to events and scheduling. This is my only concern, which is a small price to pay in return for seeing my child perform at Disney Hall and the Hollywood Bowl.
—Submitted by a parent


Posted April 21, 2010

The stated mission of RenArts is certainly admirable, and the annual performances are impressive, but there are some pretty questionable pedagogical practices employed here. The director of the school rules the cavernous, one room campus with the assistance of a public address system, Jim Jones-like. Students are routinely rebuked publicly for various infractions and made to sit on a small rug in the middle of the schoolroom. The interior is monochromatically grey and grim, and the pervasive atmosphere is Soviet: students at their tasks look unhappy. Further, the school has embraced a questionable sink-or-swim pedagogical philosophy of autonomous scholarship where kids are more likely to be told to look it up in the book than have their questions meaningfully answered and faculty members seem more interested in their students making multitudinous margin notes in their texts than their actually understanding the material.
—Submitted by a parent


Posted April 6, 2010

This school is very hard. They make you study stuff that is unnecessary. ITS IS DIFFICULT and you must purchases items that you will only use once in your life. This school makes you spend alot of money for for dumb music stuff.
—Submitted by a student


Posted April 4, 2010

i attended renarts a few years ago, when I started there i thought this is going to be easy, no problem. As the months went by i realize the teachers only care about a specific group of students who the teacher thought were talented. i was left behind. And now in a public school i realize how much important info i missed in those years at renarts. I DO NOT RECOMMEND THIS SCHOOL FOR ANYONE!
—Submitted by a student


Posted December 2, 2009

This school is great. I'm a first year here, but now I feel like I've been here forever. There's so much to do and so many things to find out, and none of the classes are boring. I just have to say that I love RenArts, and I plan to stay more than just one year.
—Submitted by a student


Posted November 11, 2009

I have been attending Renaissance Arts Academy since the 8th Grade. When I started I was with one other student as the foundation of the bass program. I helped build that from an independent music study class, to a full fledged focus for students, and now that focus has many talented players. even though I was a music focus, I have been very interested in the dance program, and in my junior year switched majors to Dance, and I love it. It is Fantastic, the dance program really encourages full body and mind development, much like the music program, but I feel that Dancing has really made me happy. As a senior now, I take advantage of our amazing choir, Dance Companies, and creative writing as after-school programs. its an acquired taste but i love it.
—Submitted by a student


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

About these ratings

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

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

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

This school's
API score

906

Change from
2011 to 2012

+29

API Statewide Rank
(2011)

9 / 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 met all student subgroup API targets for 2012

This school's
API score

906

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

+29

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

9 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

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 59% in 2012.

55 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
80%

2010

 
 
75%

2009

 
 
75%
Math

The state average for Math was 55% in 2012.

55 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
57%

2010

 
 
69%

2009

 
 
59%
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

 
 
87%

2010

 
 
74%

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2012.

56 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
74%

2010

 
 
78%

2009

 
 
80%
Math

The state average for Math was 52% in 2012.

56 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
38%

2010

 
 
51%

2009

 
 
66%
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.

2012

 
 
n/a

2011

 
 
41%

2010

 
 
60%

2009

 
 
47%
English Language Arts

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

78 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
86%

2010

 
 
81%

2009

 
 
78%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
85%

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.

78 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
63%

2010

 
 
82%

2009

 
 
72%
Science

The state average for Science was 66% in 2012.

78 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
72%

2010

 
 
83%

2009

 
 
74%
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 25% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
57%

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

57 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
79%

2010

 
 
88%

2009

 
 
92%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
77%

2010

 
 
42%

2009

 
 
69%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
100%

2010

 
 
83%

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
52%

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

37 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
52%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

37 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
82%

2010

 
 
79%

2009

 
 
72%
Geometry

The state average for Geometry was 17% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
37%
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

37 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
82%

2010

 
 
79%

2009

 
 
72%
World History

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

37 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
57%

2010

 
 
37%

2009

 
 
65%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
69%

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
90%

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

22 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
45%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

22 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
80%

2010

 
 
91%

2009

 
 
85%
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

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

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

13 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
87%

2010

 
 
n/a

2009

 
 
n/a
U.S. History

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

22 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
60%

2010

 
 
57%

2009

 
 
80%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students86%
Females91%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
White (not Hispanic)100%
Economically disadvantaged73%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
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 graduaten/a
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students70%
Females74%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
White (not Hispanic)69%
Economically disadvantaged46%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with 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 Students82%
Females87%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
White (not Hispanic)93%
Economically disadvantaged85%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate84%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students72%
Females74%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
White (not Hispanic)80%
Economically disadvantaged73%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)44%
Parent education - college graduate84%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

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

English Language Arts

All Students83%
Females88%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
White (not Hispanic)100%
Economically disadvantaged81%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All 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 Students83%
Females90%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
White (not Hispanic)91%
Economically disadvantaged79%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)85%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Science

All Students86%
Females86%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
White (not Hispanic)100%
Economically disadvantaged81%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)90%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

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

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students84%
Females93%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
White (not Hispanic)100%
Economically disadvantaged77%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
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 graduate75%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

Integrated/Coordinated Science 1

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

World History

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

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

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

Biology/Life Sciences

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

Chemistry

All Students63%
Females65%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
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 graduate64%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students81%
Females83%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only90%
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 graduate91%
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 disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

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

Science

All Students67%
Females74%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
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 graduate82%
Parent education - declined to staten/a

World History

All Students82%
Females78%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only81%
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 graduate82%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

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

Biology/Life Sciences

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

Chemistry

All Students87%
Femalesn/a
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged100%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
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 graduate75%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students95%
Femalesn/a
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged91%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students85%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students87%
Femalesn/a
Males92%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
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 graduate100%
Parent education - declined to staten/a

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

English Language Arts

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

37 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
96%

2010

 
 
100%

2009

 
 
97%
Math

The state average for Math was 84% in 2012.

37 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
100%

2010

 
 
95%

2009

 
 
100%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a

Math

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 53% 51%
White 28% 27%
Black 11% 7%
Asian 7% 11%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 166%N/A54%
English language learners 24%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 89% 85%
Russian 11% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 17N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 10N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 71%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • P. Candaux
Fax number
  • (323) 259-5718

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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1800 Colorado Boulevard
Los Angeles, CA 90041
Website: Click here
Phone: (323) 259-5700

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