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GreatSchools Rating

New Designs Charter School

Charter | 6-12 | 419 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 5 ratings
2010:
Based on 3 ratings

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30 reviews of this school


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Posted October 20, 2012

This school does not have strong leadership. The principal is not licensed. There are no strong challenging academic programs. The entire school is organized around standardized testing. I expected more from the leadership. Teachers are fired left and right and it provides no continuity for the students and the parents. There is no LAUSD bus service. The food is catered, which means there is a lag time between it being prepared and the time it is brought to the campus. The playground is dirt, yet a nearby charter school has an astro turf playground. The students are crammed into small hallways and classrooms. They and push and shove each other between classes. It amazes me how the image of the school is so different than the reality. As a parent I advise anyone considering this school to attend their local school and, if needed, to pay for tutoring yourself. New Designs is not what it appears to be.My children are very disappointed, and I will be removing them from the school next year.
—Submitted by a parent


Posted April 18, 2012

As a former student I can attest to the fact that the school trains students to test rather than think. It has absolutely NO extracurriculars which have a HUGE negative impact on students college applications. The few that get into exemplary colleges do a lot outside of school without the help from the school. The SAT test scores are extrememly low and its IMPORTANT that they aren't. They have a few good teachers and a great college counselor that has been the one getting these kids into college. The school doesn't help the situation by hiring inept principals and hiring staff for the most ridiculous jobs. These people do absolutely nothing and get paid with money that should go to students books and lab resources. It is an outrage. WHERE IS THE MONEY GOING?!? If it isn't for the kids. This place is a business,they get money for every kid and the "high" test scores are for extra funding from outside places. Take your kids somewhere they will get the resources and learning experience they deserve, they can go to much better places.


Posted October 25, 2011

My Cousin graduated from the New Designs Charter School and is now at a 4 year college!! and all thanks to the great visionary and hardworking teachers and admnistrators at New Designs!! My Cousin who was an average student is now an "A' student. She attributes her success to the before and after School programs, the weekend programby the school and the opportunity to be mentored by students of neighboring USC students!! She also credits her success to he "A-G' graduated requirement by the school. Good job New Designs!!!


Posted June 30, 2011

I am a recent graduate from NDCS, and though we can brag that the majority of the students graduated with acceptances to 4-year institutions, I can also say, firsthand that this school is not ideal, the students here are taught to test.The main focus of NDCS is to improve their API score, they can care less about the quality of learning. There are a few great teachers, but the school is very unorganized, even after seven years. Any teacher or staff member who goes against the CEO's opinion will most likely be fired, all true movers-and-shakers (as far as staff is concerned) do not return for a second year because of the CEO's unwillingness to compromise. The students at NDCS have a high API score because they are taught using the released California standardized test questions. They take these tests every month, resulting in kids who are taught to TEST and not to THINK. The obsession with testing at New Designs has ruined the potential for true high quality learning that this small school setting can provide. It is true that NDCS is a better alternative for other urban schools like Foshay, but if you want your kids to LEARN I suggest you also enlist an outside program.


Posted April 12, 2011

Students at New Designs out-perform neighboring public schools on standardized tests. Most seniors graduate and can boast letters of acceptance to more than one four-year college. Great program! Great school!
—Submitted by a teacher


Posted April 12, 2011

My daughter is currently attending New Designs and she loves it. The curriculum is rigorous and although she is in the 6th grade she is already taking college classes. Everyone who graduates from their high school has to complete the requirement to enter into a four year college. The school day is long but I love the teachers.
—Submitted by a parent


Posted April 7, 2011

AWESOME PROGRAMS, AWESOME ACADEMIC CURRICULUM AND GREAT AFTER SCHOOL PROGRAM GOOD JOB ALL YOU NDCS PEOPLE!!. I LIKE YOUR ACADENY SYTEM AND WHAT IT AIMS TO ACHIEVE AND THE EARLY MORNING MATH BREAKFAST!!


Posted October 31, 2010

Where is the LAUSD? this school should be closed and the administration thrown in jail for providing such a terrible school. My child is meeting with the councilor at the school who has no idea what to do. He won't meet with my daughter he is afraid I guess maybe he has something in his bakground? I have to take her outside of school for counciling and it costing me money I dont have.
—Submitted by a parent


Posted October 26, 2010

I have been inside this classrooms with 4 different teachers, and the kids were playing around, those teachers did not have control, I am a disappointed parent. The quality of the school is very very very poor. The teachers and staff are focused on the students that are already doing well. Therefore, those students that are struggling are still struggling. They have mandatory after school, and Saturday school that is not effective. There curriculum is below average and they can not keep teachers. I have visited the office and the school on several occasions. Classrooms are out of control, little to no authority in the classroom as well. There are no music, art or special extracurricular, and parents do not want to volunteer their time. The vision for New Design Charter School is good, however there is no one to execute it properly. What a waste of a
—Submitted by a parent


Posted July 20, 2010

I am a Parent and although my daughter managed to mantain a 3.7 gpa...I was amazed..becasue daily she was bullied and forced to defend herself ... there were just to many kids there and not enoff supervison..and the Dean..Ms Rosias was terrible she just did not understand the kids or i feel how to dicipline them .
—Submitted by a parent


Posted May 4, 2010

this is the best school ever.this school got the highest score on the cst.
—Submitted by a student


Posted September 16, 2009

Their curriculum is excellent and my grandchildren go there.
—Submitted by a parent


Posted October 28, 2008

New Designs Charter School is an outstanding technologically advance school that enables students to apply themselves to things that other high schools can't offer. As the former Student Body President, I can proudly say that New Designs has opened many doors for their students and has shown them that anyone can attend college if they persevere themselves. When I 1st came to NDCS, I was below a 2.5. When I moved to Houston, I left with high honors and above a 3.2. At NDCS I was encouraged to be a leader and show other students how to take hold of their future. If NDCS was a college, it would be my first choice! Parents that dislike NDCS need to spend some time on campus and see for themselves how it is operated and how we work as a family to provide the best education possible for todays youth.
—Submitted by a student


Posted September 23, 2008

I was a student at NDCS last year. When first coming to NDCS, I thought that it was going to be a good school. In some ways it is, and in some ways it is not. We didnt have working computers. And all we basically do is goof off in class, and the teacher let us. It is a good school overall, everyone is very respectful of each other and we're all one big family. I was also a cheerleader and it was fun but we we're so unorganized, we also never had practice on a regular basis. I dont attend NDCS this year, but I find that I am a little behind in one class because I didnt learn anything last year, even though I got good grades. I now have to repeat a class that I took last year due to the teacher not doing her job.
—Submitted by a student


Posted April 7, 2008

My son has been attending NDCS since the 6th grade. He is now an eight grader. I agree that the vision and goal of NDCS are good, but the actual school needs help. There is a lack of quality teachers. My son is not doing or learning enough in my opinion and I will probably not send him back next year. As an alternative to the other schools in the area, it seemed much better. I understand that it is a growing school, so we need to be patient. Dr. Adutwun and Ms. Smith are always helpful and listen to all of my gripes. I really want the school to work out because it will help minority students qualify for colleges that they wouldn't ordinarily be able to. NDCS needs a lot of work. I'm pulling for it, but I'm going to have to pull my son out of it.
—Submitted by a parent


Posted March 10, 2008

My daughter has attended NDCS since 2006. I rate the school average as it is still growing and trying to establish itself as a bona-fide, quality, educational contender. I like the after-school and Saturday school programs. You cannot find these 'extra' opportunities at most inner-city schools. The kids have to want to learn. I have dropped in and seen kids being unattentive and the teachers focusing on the kids who are. Why should a teacher waste his/her time on kids who are not giving 100%. All in all NDCS still has areas that need to be developed but if it stays the course it will be a major contender in the education arena.
—Submitted by a parent


Posted August 20, 2007

Wow! So much negativity, from so many. People the thing to realize is that this is a growing project in inner city Los Angeles. It's not merely the responsiblity of the staff & Administrator to make this program work. Everyone has to step up to the plate. I have had some issues but have always brought them to the Principal's attention and he's always attended to it. He never stops trying to make it a better environment, He's an approachable visionary and very concerned for each student's growth academically & individually. There are no drugs or guns to worry about and in our community that is a positive. The teaching staff is also committed to the kids and with that I see a great opportunity for many kids who might not get the chance, hope to get to a UC or better college. I believe the effort here counts for much!
—Submitted by a parent


Posted July 5, 2007

Parents don't seem to understand that New Designs covers all core classes, and those classes recommended for the California A-G requirements. The A-G requirement is a system in which each student must meet certain standards in order to graduate from high school. The staffing system is strong, and the disciplinary skills are outstanding. NDCS has just bought a $5 Million campus, in which they have more than enough space for all NDCS students to engage their learning ability. The school takes the time to distinguish those who have done excellent, as of those, who are in need. MAny students that came to Ned Designs came with low GPA's, and are ending the year with 3.0's and above.
—Submitted by a student


Posted June 25, 2007

I am a disappointed parent. The quality of the school is very very very poor. The teachers and staff are focused on the students that are already doing well. Therefore, those students that are struggling are still struggling. They have mandatory after school, and Saturday school that is not effective. There curriculum is below average and they can not keep teachers. I have visited the office and the school on several occasions. Classrooms are out of control, little to no authority in the classroom as well. There are no music, art or special extracurricular, and parents do not want to volunteer their time. The vision for New Design Charter School is good, however there is no one to execute it properly. What a waste of a good vision.
—Submitted by a parent


Posted June 10, 2007

i am a new student at new designs charter school.when i first got their it was sooo unorganized, but later on int got better, and we got more activies. we have saturday school, after school programs, sports, student council, and our school is even participating in a academic dacthalon.So far the academics at this school are great!!!The teachers really care about us.since there is only a little kids at our school, it makes it easier for our teachers to remember our names.We are like a family everyone has your back.you dont have to worry about failing a class, because our principal and Mr.A wont let it happen,they expect the best out of us and we wont fail! but if you come to our school make sure that you are time or you wil get written up,be sure to where the proper uniform as well!This is our school!
—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

742

Change from
2011 to 2012

+3

API Statewide Rank
(2011)

4 / 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 did not meet its schoolwide API target for 2012.
  • This school has not yet 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

742

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

+3

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)

4 / 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.

142 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
37%

2010

 
 
28%

2009

 
 
20%
Math

The state average for Math was 55% in 2012.

142 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
49%

2010

 
 
36%

2009

 
 
48%
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.

113 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
46%

2010

 
 
38%

2009

 
 
31%
Math

The state average for Math was 52% in 2012.

113 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
58%

2010

 
 
47%

2009

 
 
52%
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

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

98 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
44%

2010

 
 
37%

2009

 
 
20%
General Mathematics (Grades 6 & 7 Standards)

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

98 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
69%

2010

 
 
76%

2009

 
 
43%
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.

98 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
56%

2010

 
 
59%

2009

 
 
40%
Science

The state average for Science was 66% in 2012.

98 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
52%

2010

 
 
46%

2009

 
 
31%
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

 
 
12%

2010

 
 
n/a

2009

 
 
8%
Algebra II

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

86 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
8%

2010

 
 
2%

2009

 
 
12%
Biology/Life Sciences

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

83 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
26%

2010

 
 
29%

2009

 
 
9%
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.

86 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
45%

2010

 
 
46%

2009

 
 
37%
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

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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.

86 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
20%

2010

 
 
24%

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

 
 
n/a

2010

 
 
4%

2009

 
 
26%
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

81 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
8%

2010

 
 
5%

2009

 
 
2%
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.

80 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
34%

2010

 
 
49%

2009

 
 
43%
Geometry

The state average for Geometry was 17% in 2012.

78 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
14%

2010

 
 
5%

2009

 
 
n/a
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

 
 
18%
Science

The state average for Science was 53% in 2012.

80 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
31%

2010

 
 
22%

2009

 
 
31%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
36%

2009

 
 
50%
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

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

63 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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.

64 students were tested at this school in 2012.

2012

 
 
28%

2011

 
 
30%

2010

 
 
33%

2009

 
 
22%
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.

59 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
2%

2010

 
 
3%

2009

 
 
12%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
6%

2009

 
 
5%
U.S. History

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

66 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
65%

2010

 
 
62%

2009

 
 
60%
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 Students44%
Females42%
Males46%
African American51%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability43%
English learner30%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females45%
Males61%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner45%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)38%
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
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 Students42%
Females45%
Males36%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino44%
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner29%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)33%
Parent education - college graduate54%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females50%
Males50%
African American38%
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 learner40%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)50%
Parent education - college graduate69%
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
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 Students51%
Females65%
Males32%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino49%
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learner48%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate62%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students62%
Females63%
Males59%
African American53%
Asiann/a
Filipinon/a
Hispanic or Latino63%
White (not Hispanic)n/a
Economically disadvantaged62%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learner63%
Fluent-English proficient and English only57%
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate54%
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 Students46%
Females46%
Males46%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino46%
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner43%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students58%
Females63%
Males51%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino57%
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability58%
English learner59%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate62%
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
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 Students17%
Females17%
Males18%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino20%
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with no reported disability17%
English learner17%
Fluent-English proficient and English only18%
Gifted and talentedn/a
Parent education - not a high school graduate17%
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 Students51%
Females52%
Males49%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability51%
English learner54%
Fluent-English proficient and English only48%
Gifted and talentedn/a
Parent education - not a high school graduate49%
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 Students65%
Females67%
Males63%
African American56%
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged65%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learner71%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
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

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 Students29%
Females30%
Males28%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino31%
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learner32%
Fluent-English proficient and English only27%
Gifted and talentedn/a
Parent education - not a high school graduate27%
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 Students24%
Females25%
Males24%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability26%
English learner13%
Fluent-English proficient and English only30%
Gifted and talentedn/a
Parent education - not a high school graduate25%
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
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 Students39%
Females42%
Males34%
African American28%
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learner26%
Fluent-English proficient and English only44%
Gifted and talentedn/a
Parent education - not a high school graduate37%
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 Students34%
Females32%
Males35%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino38%
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability34%
English learner35%
Fluent-English proficient and English only33%
Gifted and talentedn/a
Parent education - not a high school graduate33%
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 Students45%
Females42%
Males50%
African American40%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner35%
Fluent-English proficient and English only49%
Gifted and talentedn/a
Parent education - not a high school graduate45%
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
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
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 Students38%
Females39%
Males41%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino41%
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability39%
English learner35%
Fluent-English proficient and English only42%
Gifted and talentedn/a
Parent education - not a high school graduate37%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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
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 Students28%
Females32%
Males22%
African American32%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability28%
English learner19%
Fluent-English proficient and English only41%
Gifted and talentedn/a
Parent education - not a high school graduate24%
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

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

All Students7%
Females3%
Males12%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability7%
English learner6%
Fluent-English proficient and English only9%
Gifted and talentedn/a
Parent education - not a high school graduate7%
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 Students32%
Females29%
Males39%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability32%
English learner33%
Fluent-English proficient and English only30%
Gifted and talentedn/a
Parent education - not a high school graduate28%
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
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.

83 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
83%

2010

 
 
83%

2009

 
 
75%
Math

The state average for Math was 84% in 2012.

83 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
84%

2010

 
 
96%

2009

 
 
90%
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 Students84%
Females88%
Males79%
African American96%
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged84%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner65%
Language Fluency Unknownn/a

Math

All Students88%
Females90%
Males85%
African American85%
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged88%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner81%
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
African American 50% 7%
Hispanic or Latino 48% 49%
Asian 1% 8%
Filipino 1% 3%
American Indian or Alaska Native 0% 1%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
White 0% 28%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 132%N/A24%
Students eligible for free or reduced-price lunch program 285%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 97% 85%
All other non-English languages 3% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 27N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 7N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 53%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

2303 South Figueroa Way
Los Angeles, CA 90007
Website: Click here
Phone: (213) 765-9084

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