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GreatSchools Rating

Alliance College-Ready Academy High No. 5

Charter | 9-12 | 624 students

 

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Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 26 ratings
2011:
Based on 4 ratings

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32 reviews of this school


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Posted December 11, 2013

This school is doing a good job on teaching our kids so keep doing what is good principal
—Submitted by a parent


Posted March 5, 2012

Im Proud to say i attend College Ready HIgh School #5. This school has gave me a life changing experience. It Gave me a reason to want to attend college and it helped me personally in my life. Before i came to this school i really did not care about school but the wonderful staff here helps every single student and to prepare them to go to college and thanks to them i know what i want to be in life. In this school success is a requirement staff here help you with your test scores and class grades any trouble that your having teachers will take time to help student make them understand and succeed. Now to the wonderful help that the teachers have given every single student CRAHS 5 has climbed the ranks to become one of the top schools in Alliance.


Posted March 4, 2012

Attending A-CRAHS #5 has motivated me to attend college. This school does everything to keep us students, prepare for college. The Staffs take the time to get to know every student and having the connections of trusting one another. We're like a big family and team. We know we have to work together to accomplish any goals. Especially motivate one another that we can go to college. I had attend to many other schools but not like this one ; this schools has made me confident in my self. Without the requirement this schools gives for example : tutoring, Saturday school, and SAT prep ; I believe my scores and my school grades would have been poor. Greatly my scores have been high for exams and grades thanks to this school. I am looking forward to graduate from this great school.


Posted March 2, 2012

I have taught at ACRAHS#5 since 2009, and have seen the growth and maturation of a school that has climbed the ranks to become one of the top schools in Alliance (http://www.laalliance.org/). Of all the accomplishments listed by teachers prior to me, I am MOST proud of the yearly improvements made by students, teachers, and administration. These are three groups of individuals who aim to get better and better at what they do. Sure, there are those "valley" moments, but that's what makes achieving those "peak" moments so incredibly joyous! No student is ready for college when they enter our school, but we are striving to get them ready, year after year. I am confident in the leadership team', in the teachers at this school, and in the students. Together, we are College Ready #5.
—Submitted by a teacher


Posted March 1, 2012

I am proud to call myself a A.C.R.A.H.S #5 Boxer. As a current student, I can say that this school has grown to be a second home to me. The teachers are very well educated and care for their students a lot. Thanks to our hard effort and exponential test scores, we are one of the BEST schools in LAUSD! (24th out of 147 schools to be exact). With all the extra help we're receiving, from SAT Prep to after school tutoring and even Saturday school, I truly do feel College Ready.


Posted February 28, 2012

As an A.C.R.A.H.S. #5 student I absolutely feel proud of my school. Love how this school has made a great impact in my life. Teachers are amazing and very well educated. They have the patience to help students step by step in order to succeed. My school principle leadership has inspired me by his excellent performances and care for students. I would definitely recommend my school to anyone who wants to be successful and be COLLEGE READY.


Posted February 27, 2012

I am currently a student at A.C.R.A.H.S#5. I do not regret attending this school. It may be small compared to the other schools I have attended, but it is a great change. The teachers are able to help the students much more easily. The principal, staff, and teachers are very attentive of the students grades/test scores. The school gives one a feeling that I have never felt before in a school. The feeling of being in a family. I love all of the teachers I have and have had in the past years in this school. I know that if I have a doubt about something or need help, i can count on a teacher, the principle, or the counselors. The day I graduate and leave this school, I will dearly miss the place I found a second family.


Posted February 27, 2012

I'm a student at Alliance college ready academy high school #5. The first day of school for me was the best in this school.The teachers are really nice and well educated.They have sophistication to teach and patience to teach you if your struggling with any subject. The principle ,Mr.Morolla, is the best principle that i have ever meet because he cares about our education and safety.He makes sure that we can achieve the gfoal to go to college.


Posted February 27, 2012

I, a current student at CRAHS #5 is proudly to say the school i attend is outstanding through all its aspects. I have been attending here for about three years and seen major progression academically, I have to admit I could not have done it with out our excellent teachers, staff, and administration. I have seen major changes in my state exams and overall my semesterly grades.... GO COLLEGE-READY #5!!!!!


Posted February 27, 2012

This is my first year teaching at CRAHS #5. When I left my previous employment I was scared that I would not find another school who's staff were as dedicated to the field of education, or worked as hard to develop a family environment amongst staff and students. To my surprise CRAHS #5 teachers and staff have created an engaging and positive learning environment that exceeds my hopes. Parents and prospective students, you will have a very difficult time finding a more goal centered loving environment than that of CRAHS #5.
—Submitted by a teacher


Posted February 24, 2012

I'm proud to call my self a C.R.A.H.S#5 student . to me school is my second home and the teachers are like my second parents . I feel proud of my school, my fellow students, and the administration because I know all of us have worked very hard to be the best . I can say that i love my teachers because they are so caring, patien and cheerful in handling the students.


Posted February 24, 2012

I am a Student attending college-ready academy # 5 and i am proud to say that I've become a better student. All the teachers care about their students and they try their best on helping the kids succeed and become a better person. They prepare us for college and they give us extra help if we need it. We have great students and teachers in here(: I love my teachers and i really appreciate everything in this school.


Posted February 24, 2012

As a teacher I feel that the relationships that we build at College Ready 5 are more like that of a family than any other school that I have worked at. Expectations are also very high of students, with all students coming in during Saturdays or staying after school to prepare for the CAHSEE and SAT.
—Submitted by a teacher


Posted February 23, 2012

Our school's achievement and growth in the past four years has been nothing short of phenomenal. Our school staff has worked relentlessly to challenge all students to reach their full potential, including students with IEPs. As a Special Education teacher, it has been extremely motivating to work with fellow teachers and administrators who hold all students to high standards and accept nothing short of the best from all students. Students will be challenged from day 1, and if our students are struggling academically, we have multiple supports and interventions to help get students back on the right track. Our administration reinforces these principals and holds all students and teachers accountable to high levels academic growth and performance.
—Submitted by a teacher


Posted February 23, 2012

As a student of College Ready High School #5, I can guarantee that this school is an amazing school to attend, if not the best. The teachers are committed to preparing us to succeed not only in college, but also in the real world. College Ready #5 has helped me improve my education more than any other school could have. They offer extremely helpful after-school programs, such as CAHSEE prep and SAT prep classes, that have have made me feel much more prepared for college.


Posted February 23, 2012

As a teacher at CRAHS #5, I feel fortunate to work with a wonderful set of co-workers. I used to work at a school where the teachers came-off as not liking the students and not caring if they succeeded or not, CRAHS #5 is a fresh relief. The teachers and staff care about students and it shows. The students at CRAHS #5 are great. Many students come to our door with low skills from other schools. The school has many programs for students, like after school tutoring and Saturday schools, that are at no-cost to students and cover topics like: CAHSEE, ACT/SAT, college applications, and FAFSA. The administration is very supportive and responsive to its staff. I would not want to work anywhere else with the fear that I won't be supported and that the students will get forgotten by teachers who don't want to teach them.
—Submitted by a teacher


Posted February 22, 2012

As a Special Education Teacher it has been my privilege to be at a school where we have high expectations for all students. Many of our students who have IEPs are on the Honor Roll and/or are enrolled in Honors classes. Our team works hard to ensure that all our students are college ready, regardless of whether or not they have an IEP. Many parents ask, with hesitation, "Will my child be able to go to college with an IEP?" and it has been exciting to answer confidently "Yes, and they will be ready too." Further, the administration backs the Special Education Department, listening to our thoughts and ideas regarding our students with IEPs. We are able to spend many hours providing services to bring reading, writing, and math levels up, between resources classes, co-teaching, push-in services and after school tutoring.
—Submitted by a teacher


Posted February 22, 2012

As a student from College Ready Academy High School #5, I can say that the school have a high and great level of education. The teachers and staff members are caring, supportive, and amazing, as they help the students with their education. This school also have great leadership with the help of the student council. They also have CAHSEE and SAT prep classes that help push the students to try their hardest. As a CRAHS #5, I personally feel that I'm college ready and ready for the real life.


Posted February 20, 2012

As College Ready Academy High School #5 student i get to proudly say that it is a great school, the teachers are amazing,caring, and very supportive aswell as the principals.The way of educating the students is really unique, not only can students be sure that they are ready for college but also that they are ready for taking important decisions in life. Personally, I know that I am am one of those students who feels ready because of the unique education I get at C.R.A.H.S. #5.


Posted February 13, 2012

I was about to walk away from a career in public education when I decided to give this charter high school a chance. I'm glad I did. Where larger, more entrenched organizations are bloated with bureaucracy and populated by various factions in conflict, our school is flexible, liberating, and functions as a community. Anyone with any degree of knowledge about organizational management and leadership would agree that our staff works well and is a high-functioning, well-developed unit. This is doubly clear given our continued high rate of success in meeting our organizational goals, evinced not only by our high level of student, parent, and staff satisfaction, but also by our students' increasing success at any of the state and local benchmarks of success, particularly our high API score. I'm honored to be a part of making a difference in the lives of the students we serve, who are some of the most respectful and committed students with whom I've ever worked, and I'd recommend ACRAHS #5 as both a place to work and a place to send one's children.
—Submitted by a teacher


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

798

Change from
2012 to 2013

+33

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

10 / 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

798

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

+33

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)

6 / 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)

10 / 10

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

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

105 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
40%

2011

 
 
34%

2010

 
 
20%
Algebra II

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

24 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
39%

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

131 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
52%

2011

 
 
39%

2010

 
 
30%
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.

131 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
40%

2011

 
 
29%

2010

 
 
35%
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

 
 
26%

2010

 
 
14%
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.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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.

145 students were tested at this school in 2013.

2013

 
 
12%

2012

 
 
8%

2011

 
 
64%

2010

 
 
21%
Biology/Life Sciences

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

113 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
46%

2011

 
 
53%

2010

 
 
29%
Chemistry

The state average for Chemistry was 46% in 2013.

62 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
0%

2011

 
 
15%

2010

 
 
11%
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.

177 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
37%

2011

 
 
42%

2010

 
 
25%
Geometry

The state average for Geometry was 15% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
3%

2010

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

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

24 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

175 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
69%

2011

 
 
74%

2010

 
 
56%
World History

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

174 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
56%

2011

 
 
60%

2010

 
 
39%
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.

20 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
1%

2011

 
 
12%

2010

 
 
4%
Biology/Life Sciences

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

98 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
52%

2011

 
 
35%

2010

 
 
29%
Chemistry

The state average for Chemistry was 32% in 2013.

2013

 
 
n/a

2012

 
 
4%

2011

 
 
0%

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.

144 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
44%

2011

 
 
30%

2010

 
 
22%
Geometry

The state average for Geometry was 8% in 2013.

74 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
n/a

2011

 
 
0%

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.

49 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
15%

2011

 
 
14%

2010

 
 
24%
Physics

The state average for Physics was 58% in 2013.

42 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
29%

2011

 
 
26%

2010

 
 
46%
U.S. History

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

149 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
69%

2011

 
 
64%

2010

 
 
42%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students37%
Females41%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learner19%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate35%
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 Students46%
Females27%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
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 Students46%
Females46%
Males45%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged46%
Not economically disadvantagedn/a
Students with disability9%
Students with no reported disability48%
English learner11%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)58%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students52%
Females57%
Males48%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino54%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability54%
English learner11%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate54%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)42%
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
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students12%
Females15%
Males9%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability12%
English learner0%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate11%
Parent education - high school graduate10%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students69%
Females72%
Males67%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino70%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability70%
English learner30%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate68%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)86%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students26%
Females18%
Males32%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate26%
Parent education - high school graduate25%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students57%
Females66%
Males50%
African American60%
Asiann/a
Filipinon/a
Hispanic or Latino56%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learner0%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate51%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)75%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students29%
Females14%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
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 Students83%
Females81%
Males84%
African American80%
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged82%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability84%
English learner46%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate81%
Parent education - high school graduate84%
Parent education - some college (includes AA degree)88%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students61%
Females51%
Males68%
African American55%
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 disadvantaged60%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability63%
English learner21%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)67%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students20%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
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

Biology/Life Sciences

All Students36%
Females31%
Males40%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Not economically disadvantagedn/a
Students with disability5%
Students with no reported disability44%
English learner5%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)50%
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
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students28%
Females28%
Males30%
African American36%
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 disadvantaged28%
Not economically disadvantagedn/a
Students with disability0%
Students with no reported disability32%
English learner0%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate23%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students9%
Females5%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged10%
Not economically disadvantagedn/a
Students with disability0%
Students with no reported disability11%
English learner0%
Fluent-English proficient and English only12%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate13%
Parent education - high school graduate0%
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 Students6%
Females3%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
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%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduate8%
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 Students7%
Females3%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
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 Students59%
Females51%
Males69%
African American67%
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%
Not economically disadvantagedn/a
Students with disability27%
Students with no reported disability65%
English learner13%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)65%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

179 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
84%

2011

 
 
88%

2010

 
 
71%
Math

The state average for Math was 84% in 2013.

179 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
91%

2011

 
 
90%

2010

 
 
79%
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 Students92%
Females92%
Males91%
Gender Unknownn/a
African American90%
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged92%
Not economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner58%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students95%
Females93%
Males96%
Gender Unknownn/a
African American86%
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 disadvantaged95%
Not economically disadvantagedn/a
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learner79%
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 90%
Black 10%
American Indian/Alaska Native 0%
Two or more races 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 95%N/AN/A
English language learners 17%N/AN/A
Source: CA Dept. of Education, 2013-2014

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School basics

School Leader's name
  • Dean Marolla
Fax number
  • (213) 943-4931

Resources

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

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4610 South Main Street
Los Angeles, CA 90037
Website: Click here
Phone: (213) 342-2874

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