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GreatSchools Rating

New Designs Charter School

Charter | 6-12

 

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Living in Los Angeles

Situated in an inner city neighborhood. The median home value is $316,000. The average monthly rent for a 2 bedroom apartment is $1,330.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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34 reviews of this school


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Posted yesterday

New Design Charter School 2303 Figueroa Way. Why do non of the English classes have literature books for all the Students. How can they learn if they have nothing to read.


Posted January 5, 2014

I went to NDCS for 4 years, and I had been looking for a way to get out for a while. The classes aren't challenging at all and the school is very small and squished. People have gotten hurt because of the congestion in the hallways during passing periods. Many students got in fights at this school. I would often be eating lunch only to turn around and find 2 girls or boys punching each other or someone pulling someone' s hair on the dirt field or in the hallways. The uniform is so rigorous, I once got suspended for forgetting my burgundy tie. I made good grades at this school, but didn't really learn anything. I was surprised when I later moved schools. In order to get lunch, you must have a small ticket that is about 1 inch long. They give you these tickets at the beginning of every month and if you lose yours, you simply can't get lunch. I would seriously consider all other options, before sending your child to NDCS.


Posted October 7, 2013

Best school ever.they are not mean but you cant understand some teachers.give good education in,the school and not like other schools


Posted August 21, 2013

this school is horrible staff there are stubborn but you meet great friends there and the are good friends


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


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

About these ratings

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

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

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

This school's
API score

782

Change from
2012 to 2013

+31

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

8 / 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 its schoolwide API target for 2013.
  • 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 met all student subgroup API targets for 2013

This school's
API score

782

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

+31

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

3 / 10

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

8 / 10

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

The state average for English Language Arts was 60% in 2013.

127 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
44%

2011

 
 
37%

2010

 
 
28%
Math

The state average for Math was 55% in 2013.

127 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
53%

2011

 
 
49%

2010

 
 
36%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

119 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
42%

2011

 
 
46%

2010

 
 
38%
Math

The state average for Math was 52% in 2013.

119 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
50%

2011

 
 
58%

2010

 
 
47%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2013.

105 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
51%

2011

 
 
44%

2010

 
 
37%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

106 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%

2011

 
 
69%

2010

 
 
76%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

108 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
46%

2011

 
 
56%

2010

 
 
59%
Science

The state average for Science was 67% in 2013.

106 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
58%

2011

 
 
52%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
12%

2010

 
 
n/a
Algebra II

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

115 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
17%

2011

 
 
8%

2010

 
 
2%
Biology/Life Sciences

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

115 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
51%

2011

 
 
26%

2010

 
 
29%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

116 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
65%

2011

 
 
45%

2010

 
 
46%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

116 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
29%

2011

 
 
20%

2010

 
 
24%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
4%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 46% in 2013.

78 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
24%

2011

 
 
8%

2010

 
 
5%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

80 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
39%

2011

 
 
34%

2010

 
 
49%
Geometry

The state average for Geometry was 15% in 2013.

67 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
34%

2011

 
 
14%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

80 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
45%

2011

 
 
31%

2010

 
 
22%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
36%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

76 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
38%

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

81 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
28%

2011

 
 
30%

2010

 
 
33%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

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

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

75 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
7%

2011

 
 
2%

2010

 
 
3%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
6%
U.S. History

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

81 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
32%

2011

 
 
65%

2010

 
 
62%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students43%
Females49%
Males38%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged44%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner36%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)41%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Math

All Students43%
Females42%
Males43%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability44%
English learner39%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)32%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students53%
Females59%
Males47%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability53%
English learner38%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)58%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%

Math

All Students57%
Females54%
Males58%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged56%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learner36%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate59%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)58%
Parent education - college graduate57%
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students42%
Females44%
Males42%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner20%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)36%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students64%
Females60%
Males70%
African American47%
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantagedn/a
Students with disability27%
Students with no reported disability68%
English learner48%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate61%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)60%
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

History - Social Science Grade 8 Cumulative

All Students46%
Females39%
Males57%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Non-economically disadvantagedn/a
Students with disability9%
Students with no reported disability51%
English learner27%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate56%
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

Science

All Students63%
Females59%
Males70%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability66%
English learner50%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)71%
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 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students5%
Females7%
Males4%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability5%
English learner5%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate3%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate0%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

All Students51%
Females51%
Males52%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability50%
English learner43%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to state60%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students60%
Females59%
Males62%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability61%
English learner58%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state60%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Physics

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

World History

All Students42%
Females36%
Males49%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability42%
English learner37%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students67%
Females69%
Males63%
African American72%
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability66%
English learner56%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)75%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students59%
Females55%
Males64%
African American58%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged61%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability62%
English learner54%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)42%
Parent education - college graduate69%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students26%
Females25%
Males29%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learner17%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate15%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate33%
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
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Science

All Students71%
Females65%
Males77%
African American73%
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged73%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability72%
English learner62%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate75%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)67%
Parent education - college graduate69%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

Biology/Life Sciences

All Students73%
Females82%
Males59%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability74%
English learner66%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)69%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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 Students49%
Females50%
Males48%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability51%
English learner45%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate47%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)29%
Parent education - college graduate55%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students17%
Females19%
Males16%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantaged15%
Students with disabilityn/a
Students with no reported disability18%
English learner20%
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
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

U.S. History

All Students53%
Females52%
Males55%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability54%
English learner53%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate49%
Parent education - some college (includes AA degree)43%
Parent education - college graduate64%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

81 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%

2011

 
 
83%

2010

 
 
83%
Math

The state average for Math was 84% in 2013.

81 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
88%

2011

 
 
84%

2010

 
 
96%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students80%
Females88%
Males73%
Gender Unknownn/a
African American89%
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged79%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner68%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students94%
Females93%
Males95%
Gender Unknownn/a
African American93%
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged93%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner96%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 58%
Black 19%
Asian 0%
White 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 98%N/AN/A
English language learners 31%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Dance teacher(s)
Music teacher(s)
PE instructor(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Science lab

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • PE instructor(s)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Yaw Adutwum
Fax number
  • (213) 765-0139

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • Music teacher(s)
  • PE instructor(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Accessible via public transportation
  • School shares bus/van with other schools
School facilities
  • Art room
  • Internet access
  • Library
  • Music room
  • Science lab
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Football
  • Soccer
  • Track
Girls sports
  • Basketball
  • Soccer
  • Softball
  • Track
  • Volleyball

Arts & music

Performing arts
  • Dance
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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

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