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GreatSchools Rating

Belmont Senior High School

Public | 9-12

 

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Living in Los Angeles

Situated in an inner city neighborhood. The median home value is $430,000. The average monthly rent for a 2 bedroom apartment is $1,330.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars


Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted October 9, 2010

My high school... overcrowded and full of wonderful kids and teachers that always need more... public schools with these many students need all the help possible.


Posted March 24, 2010

A teacher was assaulted in front of the class in November, 2009. It is not a safe school. Do not send your child to that school!


Posted November 16, 2009

School is coming around, ever since it changed to a traditional format school.
—Submitted by a parent


Posted November 16, 2009

So far I have had no problems with the way the school coordinates a student in order to achieve success. From the counselors to the teaching staff.
—Submitted by a parent


Posted November 10, 2009

This school is good but the it is too crowded that if u don't leave your last period fast enough, you might not be able to get out. The school education system is great the teachers are talented and inspirational. However i can't wait to transfer but I'm gonna miss my friends there. I;m currently in Belmont Senior high,LA and I'm in 9th grade and I'm in LAAMPS ACADEMY. The counselor is always there for you, don't mind what people say about Belmont. Belmont is a great school in overall, their sports are great!!!
—Submitted by a student


Posted October 13, 2009

I am currently attending Belmont and it's great. I'm in the academy LAAMPS. This is a great school. The teachers that I have want to be your friends. The counselors are there for you but they could do a better job in communicating with the student's. For the few months I've been there the school is challenging me academically and physically and by that I mean in sports the coaches push you to your limit so you could dot he best. Overall Belmont has definitely improved from the rumors and statistics I've heard.
—Submitted by a student


Posted July 9, 2009

I have been attending Belmont High School. It is a good school however, some factors such as gang activity and affiliation of students need attention. Extracurricular activities such as sports are outstanding however, clubs and organizations are limited. Academic performance is improving as the school is now in a traditional state and student performance is emphasized within small learning communities. Overall, Belmont is a good school with a need for funding and improvements.
—Submitted by a student


Posted June 7, 2009

I attended Belmont for my sophomore year and it was absolutely atrocious. Teachers are mediocre, excluding a handful that genuinely care about the students. The academic counselors (from my experience) didn't really care about us; it's more of a feeling that they're trying to push us out, rather than help us succeed. It's extremely overcrowded, and full of troublemakers (who I not personally blame, they just need guidance)....I'm eternally grateful that I was transferred to a new high school that they built right up the street from Belmont, Miguel Contreras L.C. I'm now a college sophomore and couldn't think of how horrible my future would have been if I stayed at Belmont. If any of you parents ever read this, please do me and yourself a favor and don't ever let your kids go there. You'll save yourself (and your child) from the disappointment.
—Submitted by a student


Posted January 16, 2009

I am a former student and went to Belmont for my whole 4 years of high school. I also had two older sisters that went there. While I was there, the only problem I saw was the overcrownded hallways, classroom, and lunch lines. Other than that I thought it was great. I was part of the music program and it's one of the top music programs in Los Angeles. Also, Belmont has these small learning communitites called academies which help better prepare the students for college. I myself was in the Arts & Humanities Academy and the teachers were great. I am forever greatful to them because they made college so much easier for me. I think that as long as parents are involved, they shouldn't have a problem in this school. I know many of my classmates and fellow students that went on to top universities around the U.S.
—Submitted by a student


Posted May 19, 2008

Belmont has one of the best music programs in the district. They are one of the few schools who participate in SCSBOA competitions all throughout Southern California.
—Submitted by a student


Posted December 13, 2006

BHS is a good school, not great and the only reason I say this it's because I use to go there. As a former student I enjoyed this HS,even thought it was in a tough neighborhood and the school budget was scarce, like other HS around the LAUSD, but managed to graduate. The teachers are great, it's just the lack of money, the lack of parent involvement and the overcrowding. It's hard to focus.
—Submitted by a former student


Posted November 20, 2006

Man, I dont want to sound too negative or anything, but this school is horrible! I was there for a year, and i was fortunate enough to move to a new school that was just recently built around there.
—Submitted by a former student


Posted June 12, 2006

I attended this school my entire high school year. I was fortunate enough to be part of the International Studies Program (ISA)...a great program to be in. You get to take all honors and AP classes...therefore got to meet excellent teachers and counselor. I had good experience at this school.
—Submitted by a former student


Posted October 26, 2005

Belmont High School is a good school but is immensebly overcrowded. More and more students are not meeting the schools goals as an opose of graduating and not failing. LAUSD has a very well defined school policy, but as more kids go to Belmont more students are not getting the education they must deserve because of overpopulating classes. What this school needs is to have more classes for newcoming students, more security for those not wanting to go to class children and finally more concerned teachers. I was a teacher at the LAUSD school district for many years until I had to move to Arizona, I know perfectly how the school is in need so I think the government should do more to help schools like this one.
—Submitted by a teacher


Posted July 25, 2005

It really is not a bad school.Parents just need to get more involved as these kids need supervision which is what they are not getting.
—Submitted by a parent


Posted February 24, 2005

Belmont is immensely overpopulated. Simple tasks such as going to class and waiting in lunch lines are a constant problem, due to the overpopulated campus. However, Belmont does offer various academies which helps reduce this large school into smaller sections and aims at helping students take coures that will help them prepare for college. Though only about two of these academies meet their expectations, all do help students build better relationships with teachers, as students have a single teacher for a two semester course, while regular students (students not part of an academy) are always having their teachers changed at the end of each course. The tardy policy is ridiculous, students are shifted to another school after their sixth offense. Another problem is the fire alarm system that constantly goes on throughout the day interrupting classes. Bureaucracy is a factor, some clerks are unfriendly and lazy, but some deeply teachers care.
—Submitted by a student


Posted March 22, 2004

People that post comments not knowing what the school is like should get out there and actually see that Belmont Students not only get accepted to any community colleges but to UCLA Yale Brown and even Harvard. To me that school is like a hidden jewl in the middle of the city.
—Submitted by a student


Posted March 11, 2004

As a librarian who lives in this community, I am impressed by the number of Belmont students who have gone on to 4-yr colleges and universities, even Ivy league. Many of them study diligently at the local public library on sophisticated projects and homework. I hope that LAUSD is aware of the great potential of this HS, and will work harder to enrich its program and facilities. Belmont has the largest high school student population in the nation, has adult enrichment classes, reputable faculty, is located close to downtown, and deserves better attention.


Posted February 10, 2004

Belmont could be a very safe and intellectual school, with all the resources it has. It has many students who are very famous and admired today. The location of Belmont interests me, how a lot immigrants come to that specific area. As an overall quality Belmont is a good school, except for when it comes to safety and a good environment. Belmont can have a better reputation then the one it has now. I wonder why many students complain about the teachers? Education is determined by one students motives not the teachers.
—Submitted by a former student


Posted October 16, 2003

I went to Belmont for a month before I transferred out. It was a scary place because of all the fights, and the poor sanitation.


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

About these ratings

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

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

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

This school's
API score

668

Change from
2012 to 2013

+23

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

668

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

+23

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 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
(2012)

1 / 10

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

3 / 10

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

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

184 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
14%

2011

 
 
15%

2010

 
 
9%
Algebra II

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

14 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

164 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
29%

2011

 
 
26%

2010

 
 
21%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

275 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
32%

2011

 
 
28%

2010

 
 
23%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
7%

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

70 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
26%

2011

 
 
22%

2010

 
 
7%
Integrated/Coordinated Science I

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

42 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

37 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
6%

2011

 
 
8%

2010

 
 
13%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
4%

2011

 
 
11%

2010

 
 
0%
Algebra II

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

101 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
10%

2011

 
 
13%

2010

 
 
17%
Biology/Life Sciences

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

148 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
33%

2011

 
 
28%

2010

 
 
19%
Chemistry

The state average for Chemistry was 46% in 2013.

86 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
7%

2011

 
 
7%

2010

 
 
6%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

263 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
25%

2011

 
 
21%

2010

 
 
25%
Geometry

The state average for Geometry was 15% in 2013.

133 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
4%

2011

 
 
5%

2010

 
 
4%
High School (Summative) Mathematics (Grade 9-11)

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

13 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
45%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

266 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
37%

2011

 
 
32%

2010

 
 
32%
World History

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

239 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
20%

2011

 
 
33%

2010

 
 
34%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

79 students were tested at this school in 2013.

2013

 
 
3%

2012

 
 
0%

2011

 
 
4%

2010

 
 
12%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
9%

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

115 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
8%

2011

 
 
11%

2010

 
 
12%
Earth Science

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

15 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

210 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
30%

2011

 
 
26%

2010

 
 
28%
Geometry

The state average for Geometry was 8% in 2013.

34 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
0%

2011

 
 
0%

2010

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

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

75 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
14%

2011

 
 
26%

2010

 
 
13%
Physics

The state average for Physics was 58% in 2013.

22 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
10%

2011

 
 
16%

2010

 
 
14%
U.S. History

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

212 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
28%

2011

 
 
35%

2010

 
 
37%
World History

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

12 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
25%

2011

 
 
33%

2010

 
 
10%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students11%
Females11%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disability9%
Students with no reported disability12%
English learner3%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate21%
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 state8%

Algebra II

All Students57%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged57%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students26%
Females31%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantagedn/a
Students with disability6%
Students with no reported disability28%
English learner4%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduate29%
Parent education - high school graduate32%
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 state21%

Earth Science

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

English Language Arts

All Students33%
Females39%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged34%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability36%
English learner5%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduate34%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)55%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state31%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students26%
Females33%
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability27%
English learner6%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented55%
Parent education - not a high school graduate28%
Parent education - high school graduate18%
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 state32%

Integrated/Coordinated Science I

All Students19%
Femalesn/a
Males21%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate9%
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 state20%

Physics

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

World History

All Students6%
Females0%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate6%
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students17%
Females15%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability17%
English learner19%
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented31%
Parent education - not a high school graduate9%
Parent education - high school graduate27%
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 state14%

Biology/Life Sciences

All Students40%
Females52%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantagedn/a
Students with disability12%
Students with no reported disability44%
English learner12%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate34%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Chemistry

All Students7%
Females3%
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate7%
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 state13%

Earth Science

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

English Language Arts

All Students33%
Females36%
Males30%
African Americann/a
Asian50%
Filipino27%
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disability4%
Students with no reported disability36%
English learner3%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduate27%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)39%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Geometry

All Students6%
Females5%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate4%
Parent education - high school graduate5%
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 state9%

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

All Students30%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
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 Students36%
Females43%
Males30%
African Americann/a
Asian43%
Filipino47%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability40%
English learner6%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate28%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

World History

All Students28%
Females28%
Males28%
African Americann/a
Asian42%
Filipino43%
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantagedn/a
Students with disability15%
Students with no reported disability30%
English learner10%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduate24%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)29%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students3%
Females6%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino1%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability3%
English learner4%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate5%
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 state3%

Biology/Life Sciences

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

Chemistry

All Students18%
Females16%
Males20%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability20%
English learner0%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate11%
Parent education - high school graduate13%
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 state26%

Earth Science

All Students34%
Femalesn/a
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only38%
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 Students27%
Females28%
Males25%
African Americann/a
Asiann/a
Filipino55%
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability30%
English learner0%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduate23%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

Geometry

All Students0%
Females0%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
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 state0%

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

All Students16%
Females10%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented58%
Parent education - not a high school graduate20%
Parent education - high school graduate15%
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 state11%

Physics

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/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%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students33%
Females24%
Males39%
African Americann/a
Asiann/a
Filipino55%
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantagedn/a
Students with disability11%
Students with no reported disability36%
English learner5%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate27%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state32%

World History

All Students9%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

253 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
65%

2011

 
 
64%

2010

 
 
65%
Math

The state average for Math was 84% in 2013.

249 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%

2011

 
 
72%

2010

 
 
71%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students74%
Females79%
Males69%
Gender Unknownn/a
African Americann/a
Asian64%
Filipino87%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged74%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability17%
Tested with modificationsn/a
English learner35%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students79%
Females80%
Males77%
Gender Unknownn/a
African Americann/a
Asian86%
Filipino100%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged79%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability24%
Tested with modificationsn/a
English learner46%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 87% 52%
Asian or Asian/Pacific Islander 9% 11%
Black 3% 6%
White 1% 26%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%N/A55%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
First-year teachers 1%N/AN/A
Source: CRDC, 2011-2012
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 741 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
70%
agree
 

Parents

This school

 
70%
 

Students

This school

 
70%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
76%
agree
 

Students

This school

 
69%
 

Employees

This school

 
83%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
56%
agree
 

Parents

This school

 
61%
 

Students

This school

 
44%
 

Employees

This school

 
61%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
67%
agree
 

Parents

This school

 
59%
 

Employees

This school

 
75%
 
Teacher support and opportunities for collaborationWhat's this?

This score measures the percent of employees that agree to strongly agree that this school ensures that teachers work well together, learn from one another, have opportunities for professional development and feel supported by the administration. This score is based on the average of the following LAUSD survey Content Areas: Evaluation (Employees), Opportunities for Involvement (Employees), Professional Development (Employees), Resource Allocation (Employees), Teacher Collaboration and Data Use (Employees).

Close
 
This school
67%
agree
 

Employees

This school

 
67%
 

Based on surveys from:

 RespondentsResponse rate
Parents10713%
Students57457%
Employees6039%

12012-13 Los Angeles Unified School District School Experience Survey

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Kristen McGregor
Special schedule
  • Year-round
Fax number
  • (213) 250-9706

Resources

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

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

1575 West 2nd Street
Los Angeles, CA 90026
Website: Click here
Phone: (213) 241-4300

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