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GreatSchools Rating

Hubert Howe Bancroft Middle School

Public | 5-8 | 1292 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 8 ratings
2011:
Based on 2 ratings
2010:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted February 13, 2013

I was disappointed the way this principal treats her staff/teachers. I was planning to transfer my kid to this school as referred by my friend whose kids graduated here 4 or 5 yrs ago. My friend told me that the teachers in this school go beyond their job to help her kid developed & improved character. So I decided to inquire unfortunately, while I was in the school office no one is in the reception area .But I could see through a window and heard a high pitch voice coming from the principal's office that she's scolding a staff or teacher or whatever. The way she talked sounds unprofessional & as if no respect to the co- workers. I am a professional parent, how can I transfer my kid in this school if this kind of principal talks that way to her collegues, what more to the students? Not a good example.
—Submitted by a parent


Posted October 12, 2012

hello my name is elliott alper i began going to this school in 1968 and lasted until 1969 and then to emerson junior high in 1970 and graduated in 1971, bancroft was too small for its p.e. field and the kids were not friendly emerson had good students and i was a friend to a lot of them. im sure that bancroft has changed thruout the years but i would not send my kid there at all, emerson is a great school. i graduated in 1971 and now its 2012 and im happy to fulfill my working years and thats all, bancroft is one star on my list.


Posted July 31, 2012

Well i think this is a great school so whatever people say wont stop me!!! if it werent a great school then why be in this page!!! so watever


Posted July 1, 2012

I am very disappointed. Teachers tell you at Open House that they don't want too much parent involvement. My son scored high on the STARS state exam and was placed in AP classes. He had to miss some days due to illness and they were quick to send out truancy letters. He was not performing well in class and I asked him why. He said that the English teacher scolded him for asking a question. After that, he was afraid to ask for help. When my husband went to the school, the teacher seemed shocked and admonished him that he was to use school loop. Both my husband & I are computer literate. I find it to be neither user friendly nor useful but the teachers hide behind it. My son failed 2 of his classes even after teachers promised that if he turned in all assignments and did extra credit work, he would pass. I made sure he did all hw & made 3 20-mile round trips in search of grunion for extra credit to no avail. Based on his grades, I doubt that he learned a thing. The teachers are cowards & liars. Did not want to talk to us face to face & waited until school was out to send out his report card so that it would be too late for us to speak to anyone.
—Submitted by a parent


Posted May 31, 2012

I guess it would depend on your race because if you were not hispanic, your child will get blamed and the teachers will assume that your kid is not going to learn anything. Maybe this is a good school for you, but not for my child.
—Submitted by a parent


Posted May 31, 2012

This school doesn't have a clue on what the other students are really doing. I understand that they can't watch all kids but they stress on the bullying and I seen it happen in front of their eyes, but they didn't do anything. For example, there was a talent show where a student was rapping and putting another student down. Later after the show the girl was crying. Why is this acceptable? I also think they should change the principal because she doesn't seem to have a clue on what was going on. I liked the previous one better.
—Submitted by a parent


Posted May 2, 2012

I wrote a review as a teacher about five years ago. It was a positive review then and it absolutely continues to be a positive review now! I truly love the collection of deeply committed teachers and sweet students. I mean, the kids are AAHHH-MAZING! My colleagues are supportive. Overall, I can t imagine being anywhere else. I have worked at two very different schools in my teaching career and I can t say it enough, this is the school for me. I hope to rewrite my review in five more years because I am staying put and I am not going anywhere!
—Submitted by a teacher


Posted April 26, 2012

Having been a parent of a student for three years at Bancroft, I can honestly say that this middle school is one of the finest in LAUSD. It has many program options for students and one of the best SAS programs because of the enormous dedication from teachers, coordinators and staff in general. Whenever I had a question or concern it was very well addressed and dealt with. As adults, we must know how to resolve conflicts and set good examples for our children and I can imagine that teachers do the same. If you speak in a demeaning way and out of rage about the place where you work and your boss, you always have choices. Go work somewhere else!! Your students do not deserve such bitterness. Think about students first, and always. Bancroft may not be the best place for everyone, but it was certainly the place for my son and for many others who have bloom and succeeded at this school.
—Submitted by a parent


Posted April 26, 2012

Bancroft Middle School is a great place to learn. The majority of our staff member are devoted to ensure student progress. In support of this, our school's API score rose nearly 50 points, which was the highest percent increase in LAUSD district 4. Enough said.
—Submitted by a teacher


Posted December 27, 2011

I am know a freshmen and that was the worse school I ever went to too many fights and people do drugs.Dont go to this school bad school.The teachers don't even know what going on with there students.
—Submitted by a parent


Posted December 10, 2011

It's a great school, most of the students get good grades and there's a few slackers.


Posted January 9, 2010

This school is very great. I have been there since Sep. 09' and im a 7th and so far its its going great. Sure some students can get out of control but the teachers can control it.
—Submitted by a student


Posted July 8, 2009

i love this school i recommend going to Bancroft. I am an eighth grader and Bancroft has helped me learn so much.sure the school has very poor but many teachers care about there students.The teachers try to get there students ready for high school and college they not only help you with your studies they can help you with problems you might have at home .So if your not sure where to go to middle school go to Bancroft .It has taught me many new things.Also ,it has a wonderful dance teacher she can really help you. ms.king our drill team coach helps you too and i love that i am from Bancroft. It is one decision i will NEVER regret.
—Submitted by a student


Posted October 11, 2008

I am an alumni of Bancroft, graduated in 2006. This is an honest opinion from someone who had experienced 3 years in that school and is now a junior. Although at the time I might have disliked the school attending Bancroft is something I don't regret. Of course like any other school changes can be made. During my three years there I was lucky enough to get some of the best teachers I have had. I'm not saying all teachers were great but for the most part I was lucky enough to have some very good teachers by my side. I recently learned that many of the teachers I had are now gone which may be why there have been some bad reviews but know this: Bancroft is not all that it sounds to be if anything it is (if not was) one of the most well-rounded schools I know
—Submitted by a student


Posted September 28, 2008

Bancroft Middle School for me is a very low class school, it has low acedemics and does not have all the books that students need to learn and to succed to college. The students are very ill-tempered, as well. In which the school is very harmful.
—Submitted by a parent


Posted June 1, 2008

I am attending B.M.S. right now and it's my first year here. So far I think it's a good school. The best thing about this school is the dance classes and the shows.
—Submitted by a student


Posted August 2, 2007

this is a school very poor in academics. the teachers put very little time and effort into their students. i have attended this school for 3 years and would strongly advise against going to this school.
—Submitted by a student


Posted July 15, 2006

I attended this school only for 6th grade and planning on chenging schools. I really don't like this school because the safety isn't really good, during class it's really disturbing and teacher's don'tknow how to handle students.
—Submitted by a student


Posted October 4, 2005

Although new to the school, I recently enrolled my niece here after she was evacuated from Biloxi, MS due to Hurricane Katrina. Everyone in administration as well as the vice principal were extremely personable and efficient in helping to quickly get the necessary papers in order for the child to continue her education. As far as public schools in Los Angeles, I would say this school is above many others in regards to asthetics of the grounds and the way it is hidden in a very eye pleasing residential neighborhood. You would never know from the surrounding blocks you were still in a city the size of LA. So far, I have had little contact directly with the teachers, but my niece seems to like everyone she has. Also, it is pleasing to me that there are many electives involving the arts, which I feel as important as your basics.
—Submitted by a parent


Posted August 16, 2005

My daughter culminated from 8th grade in June '05. Overall she was disappointed in this school. She attended in hopes of advancing in her studies of the arts (dance and drama). She was better off staying with the dance studio she had previously attended. She never learned anything new at school and the teacher had no control over her class. I sat in several rehersals and was appalled at the behavior of these students. It was obvious that most of them were there just for the social aspects and really did not care about anything else. My daughter was used to serious teachers and always listening and not talking back, but these students made that very difficult. Due to the schedule of rehersals she couldn't continue her studio classes outside of school. The school also did not allow room for the students to perform outside of the school realm.
—Submitted by a parent


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

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

749

Change from
2011 to 2012

+4

API Statewide Rank
(2011)

4 / 10

API Similar Schools Rank (2011)

5 / 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

749

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

+4

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

4 / 10

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

5 / 10

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

The state average for English Language Arts was 63% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

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

189 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
54%

2010

 
 
36%

2009

 
 
39%
Math

The state average for Math was 55% in 2012.

189 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
56%

2010

 
 
39%

2009

 
 
37%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2012.

48 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
87%

2010

 
 
83%

2009

 
 
85%
English Language Arts

The state average for English Language Arts was 62% in 2012.

309 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
44%

2010

 
 
37%

2009

 
 
45%
Math

The state average for Math was 52% in 2012.

261 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
37%

2010

 
 
31%

2009

 
 
28%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

158 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
37%

2010

 
 
44%

2009

 
 
35%
English Language Arts

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

388 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
44%

2010

 
 
40%

2009

 
 
38%
General Mathematics (Grades 6 & 7 Standards)

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

208 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
25%

2010

 
 
16%

2009

 
 
20%
Geometry

The state average for Geometry was 87% in 2012.

49 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
61%

2010

 
 
80%

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

418 students were tested at this school in 2012.

2012

 
 
41%

2011

 
 
42%

2010

 
 
31%

2009

 
 
23%
Science

The state average for Science was 66% in 2012.

386 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
56%

2010

 
 
38%

2009

 
 
37%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/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

English Language Arts

All Students51%
Females55%
Males45%
African Americann/a
Asian55%
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged48%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability53%
English learner5%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate35%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)41%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state60%

Math

All Students48%
Females50%
Males46%
African Americann/a
Asian64%
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged46%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability49%
English learner9%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate37%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)36%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to state54%
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 Students57%
Females58%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
White (not Hispanic)n/a
Economically disadvantaged52%
Non-economically disadvantagedn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented71%
Parent education - not a high school graduate44%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students53%
Females60%
Males43%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged51%
Non-economically disadvantaged68%
Students with disability13%
Students with no reported disability56%
English learner4%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate43%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)69%
Parent education - college graduate65%
Parent education - graduate school/post graduate62%
Parent education - declined to state56%

Math

All Students48%
Females46%
Males50%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged48%
Non-economically disadvantaged50%
Students with disability38%
Students with no reported disability49%
English learner41%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate48%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)42%
Parent education - college graduate25%
Parent education - graduate school/post graduate45%
Parent education - declined to state56%
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 Students32%
Females23%
Males42%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability32%
English learner25%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented35%
Parent education - not a high school graduate36%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%

English Language Arts

All Students42%
Females46%
Males37%
African American69%
Asiann/a
Filipino57%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged40%
Non-economically disadvantaged52%
Students with disability15%
Students with no reported disability43%
English learner4%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduate34%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)41%
Parent education - college graduate64%
Parent education - graduate school/post graduaten/a
Parent education - declined to state45%

General Mathematics (Grades 6 & 7 Standards)

All Students18%
Females14%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged18%
Non-economically disadvantaged15%
Students with disability6%
Students with no reported disability21%
English learner9%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state11%

Geometry

All Students61%
Females69%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino62%
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantagedn/a
Students with no reported disability61%
Fluent-English proficient and English only61%
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
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 state57%

History - Social Science Grade 8 Cumulative

All Students41%
Females33%
Males49%
African American48%
Asiann/a
Filipino80%
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged41%
Non-economically disadvantaged46%
Students with disability14%
Students with no reported disability45%
English learner14%
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate36%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)35%
Parent education - college graduate62%
Parent education - graduate school/post graduate55%
Parent education - declined to state44%

Science

All Students68%
Females65%
Males71%
African American81%
Asiann/a
Filipino86%
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged67%
Non-economically disadvantaged75%
Students with disability47%
Students with no reported disability69%
English learner44%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate66%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)56%
Parent education - college graduate89%
Parent education - graduate school/post graduaten/a
Parent education - declined to state73%
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

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 81% 49%
White 8% 28%
African American 7% 7%
Filipino 2% 3%
American Indian or Alaska Native 1% 1%
Asian 1% 8%
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 121%N/A24%
Students eligible for free or reduced-price lunch program 279%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 92% 85%
Russian 3% 0%
Armenian 2% 1%
Filipino (Pilipino or Tagalog) 2% 1%
All other non-English languages 1% 1%
Arabic 0% 1%
Korean 0% 1%
Rumanian 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 10N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

929 North Las Palmas Avenue
Los Angeles, CA 90038
Website: Click here
Phone: (323) 993-3400

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