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Alliance College-Ready Academy High No. 5

Charter | 8-11 | 430 students

Last modified
Community Rating

5 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 26 ratings
2011:
Based on 4 ratings
2010:
No new ratings

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31 reviews of this school


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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


Posted February 13, 2012

As a science teacher at ACRAHS #5 I can truly say that the staff here is excellent, and the principal and 2 vice principals are very strong in leadership and responsibility. The teachers are involved in student success from day 1 at College Ready. The school provides challenging academic programs including AP and Honors classes, SAT prep, after-school tutoring, CAHSEE prep, college prep seminars, and field trips to colleges. Each student at College Ready is taught character and the importance of being a good citizen, which is evident when substitutes, guests, and other outsiders enter the hallways. Please feel welcome to walk in and see for yourself.
—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 2012.

This school's
API score

765

Change from
2011 to 2012

-9

API Statewide Rank
(2011)

6 / 10

API Similar Schools Rank (2011)

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 did not meet its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

765

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

-9

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

6 / 10

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

10 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 49% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2012.

144 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
34%

2010

 
 
20%

2009

 
 
14%
Algebra II

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

23 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

167 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
39%

2010

 
 
30%

2009

 
 
21%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

169 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
29%

2010

 
 
35%

2009

 
 
21%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
26%

2010

 
 
14%

2009

 
 
8%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

138 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
64%

2010

 
 
21%

2009

 
 
10%
Biology/Life Sciences

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

96 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
53%

2010

 
 
29%

2009

 
 
n/a
Chemistry

The state average for Chemistry was 51% in 2012.

44 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
15%

2010

 
 
11%

2009

 
 
5%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

144 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
42%

2010

 
 
25%

2009

 
 
16%
Geometry

The state average for Geometry was 17% in 2012.

2012

 
 
n/a

2011

 
 
3%

2010

 
 
0%

2009

 
 
1%
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

143 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
74%

2010

 
 
56%

2009

 
 
28%
World History

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

144 students were tested at this school in 2012.

2012

 
 
56%

2011

 
 
60%

2010

 
 
39%

2009

 
 
14%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

103 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
12%

2010

 
 
4%

2009

 
 
n/a
Biology/Life Sciences

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

75 students were tested at this school in 2012.

2012

 
 
52%

2011

 
 
35%

2010

 
 
29%

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

25 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

145 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
30%

2010

 
 
22%

2009

 
 
n/a
Geometry

The state average for Geometry was 9% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

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

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

41 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
14%

2010

 
 
24%

2009

 
 
n/a
Physics

The state average for Physics was 56% in 2012.

44 students were tested at this school in 2012.

2012

 
 
29%

2011

 
 
26%

2010

 
 
46%

2009

 
 
n/a
U.S. History

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

146 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
64%

2010

 
 
42%

2009

 
 
n/a
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

English Language Arts

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

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

History - Social Science Grade 8 Cumulative

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

Science

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students40%
Females40%
Males40%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability41%
English learner18%
Fluent-English proficient and English only49%
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students39%
Females33%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only38%
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 Students52%
Females51%
Males53%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged53%
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability54%
English learner21%
Fluent-English proficient and English only63%
Gifted and talentedn/a
Parent education - not a high school graduate51%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)54%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students40%
Females44%
Males37%
African American35%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability41%
English learner5%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

Integrated/Coordinated Science 1

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

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

All Students8%
Females9%
Males5%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability9%
English learner0%
Fluent-English proficient and English only11%
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students46%
Females55%
Males40%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged48%
Non-economically disadvantagedn/a
Students with disability25%
Students with no reported disability53%
English learner30%
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students37%
Females45%
Males27%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantagedn/a
Students with disability6%
Students with no reported disability41%
English learner9%
Fluent-English proficient and English only49%
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate32%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

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

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

Science

All Students69%
Females72%
Males66%
African American70%
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged69%
Non-economically disadvantagedn/a
Students with disability33%
Students with no reported disability74%
English learner44%
Fluent-English proficient and English only81%
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)56%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

All Students56%
Females58%
Males54%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged59%
Non-economically disadvantagedn/a
Students with disability18%
Students with no reported disability63%
English learner21%
Fluent-English proficient and English only72%
Gifted and talentedn/a
Parent education - not a high school graduate61%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)56%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

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

Algebra II

All Students1%
Females0%
Males2%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged1%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability1%
English learner0%
Fluent-English proficient and English only1%
Gifted and talentedn/a
Parent education - not a high school graduate1%
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 Students52%
Females46%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
White (not Hispanic)n/a
Economically disadvantaged51%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learner38%
Fluent-English proficient and English only59%
Gifted and talentedn/a
Parent education - not a high school graduate51%
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 Students4%
Females9%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only4%
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students44%
Females44%
Males44%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner11%
Fluent-English proficient and English only51%
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

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

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

All Students15%
Females17%
Males11%
African American18%
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only15%
Gifted and talentedn/a
Parent education - not a high school graduate16%
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 Students29%
Females21%
Males40%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino30%
White (not Hispanic)n/a
Economically disadvantaged30%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only30%
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

U.S. History

All Students69%
Females64%
Males74%
African American76%
Asiann/a
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learner33%
Fluent-English proficient and English only76%
Gifted and talentedn/a
Parent education - not a high school graduate68%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

153 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
88%

2010

 
 
71%

2009

 
 
n/a
Math

The state average for Math was 84% in 2012.

155 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
90%

2010

 
 
79%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Students84%
Females89%
Males78%
African American85%
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged84%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability38%
Tested with modificationsn/a
English learner57%
Language Fluency Unknownn/a

Math

All Students91%
Females94%
Males88%
African American81%
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged91%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability62%
Tested with modificationsn/a
English learner81%
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 84% 49%
African American 15% 7%
White 1% 28%
American Indian or Alaska Native 0% 1%
Asian 0% 8%
Filipino 0% 3%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 137%N/A24%
Students eligible for free or reduced-price lunch program 299%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 91% 85%
Russian 4% 0%
All other non-English languages 2% 1%
Cantonese 2% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

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

Teacher experience

  This school District averageState average
Average years teaching in district 1N/A11
Average years teaching 3N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 56%N/A96%
Emergency credential or waiver 6%N/A2%
Source: CA Dept. of Education, 2008-2009
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4610 South Main Street
Los Angeles, CA 90037
Website: Click here
Phone: (213) 943-4930

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