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Teacher quality
Principal leadership
Parent involvement
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.
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.
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
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.
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.
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.
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.
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!!!!!
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
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.
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.
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
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
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.
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
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
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.
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.
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
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 25% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
169 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
138 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
143 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
144 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
25 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
145 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
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
2011
2010
2009
The state average for Physics was 56% in 2012.
44 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 40% |
| Females | 40% |
| Males | 40% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 18% |
| Fluent-English proficient and English only | 49% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 39% |
| Females | 33% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 51% |
| Males | 53% |
| African American | 45% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 21% |
| Fluent-English proficient and English only | 63% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 44% |
| Males | 37% |
| African American | 35% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 41% |
| English learner | 5% |
| Fluent-English proficient and English only | 52% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 8% |
| Females | 9% |
| Males | 5% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 9% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | n/a |
| Students with disability | 0% |
| Students with no reported disability | 9% |
| English learner | 0% |
| Fluent-English proficient and English only | 11% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 12% |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 55% |
| Males | 40% |
| African American | 33% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | n/a |
| Students with disability | 25% |
| Students with no reported disability | 53% |
| English learner | 30% |
| Fluent-English proficient and English only | 59% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 0% |
| Females | 0% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 45% |
| Males | 27% |
| African American | 39% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | n/a |
| Students with disability | 6% |
| Students with no reported disability | 41% |
| English learner | 9% |
| Fluent-English proficient and English only | 49% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 32% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 72% |
| Males | 66% |
| African American | 70% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with disability | 33% |
| Students with no reported disability | 74% |
| English learner | 44% |
| Fluent-English proficient and English only | 81% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 71% |
| Parent education - high school graduate | 68% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 56% |
| Females | 58% |
| Males | 54% |
| African American | 48% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 58% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | n/a |
| Students with disability | 18% |
| Students with no reported disability | 63% |
| English learner | 21% |
| Fluent-English proficient and English only | 72% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 1% |
| Females | 0% |
| Males | 2% |
| African American | 0% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 1% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 1% |
| English learner | 0% |
| Fluent-English proficient and English only | 1% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 1% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 46% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 38% |
| Fluent-English proficient and English only | 59% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 4% |
| Females | 9% |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 0% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 4% |
| English learner | n/a |
| Fluent-English proficient and English only | 4% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 44% |
| Males | 44% |
| African American | 48% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | 11% |
| Fluent-English proficient and English only | 51% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 15% |
| Females | 17% |
| Males | 11% |
| African American | 18% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 15% |
| English learner | n/a |
| Fluent-English proficient and English only | 15% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 29% |
| Females | 21% |
| Males | 40% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 64% |
| Males | 74% |
| African American | 76% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 33% |
| Fluent-English proficient and English only | 76% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 68% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
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
The state average for English Language Arts was 83% in 2012.
153 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
155 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 84% |
| Females | 89% |
| Males | 78% |
| African American | 85% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | n/a |
| Students with disability | 38% |
| Tested with modifications | n/a |
| English learner | 57% |
| Language Fluency Unknown | n/a |
| All Students | 91% |
| Females | 94% |
| Males | 88% |
| African American | 81% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Declined to state | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | n/a |
| Economic Status Unknown | n/a |
| Students with disability | 62% |
| Tested with modifications | n/a |
| English learner | 81% |
| Language Fluency Unknown | n/a |
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
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 »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 37% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 99% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Russian | 4% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Cantonese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 1 | N/A | 11 |
| Average years teaching | 3 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 56% | N/A | 96% |
| Emergency credential or waiver | 6% | N/A | 2% |
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4610 South Main Street
Los Angeles,
CA 90037
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Phone: (213) 943-4930
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
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