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GreatSchools Rating

John Burroughs Middle School

Public | K-8 | 1966 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 13 ratings
2012:
Based on 6 ratings
2011:
Based on 5 ratings

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103 reviews of this school


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Posted February 10, 2014

This is by far probably one of the worst middle schools of all. THERE IS A LOT OF BULLYING! I know so many people including me who have been bullied. I've been bullied in front of teachers and they do nothing about it! They basically support the bullying! Not only that but the teachers are terrible! Mrs. Willars is the worst! She never explains anything. Mr.Lee stares into his computer screen and unclearly explains everything. Mrs.Corona is boring and rude! Mrs.Abejero is close to mental and has such a thick accent you can't understand anything! Now for the staff members! Mr.Drake is lazy, and he doesn't like parental involvement. Mrs. Pearson is one of the worst! When you're being bullied all she does is call the person that bullied you, into her office, gives them detention, and they are free to go! This school made me hate learning and people.


Posted September 26, 2013

John Burroughs Middle School is a great school. The teachers and curriculum are fantastic. Yes


Posted September 19, 2013

I am a parent of an 8th grader. Her experience at John Burroughs Middle School was one of the worst. This school isn't education oriented at all. The teachers here are extremely lazy and unethical. I can name a few: Ms. Corona-the rudest an the most boring teacher. Ms. Davidson-highly unethical, lazy and unmotivated. On top of that, she orders pizza in the middle of class! Ms Abejero-is the WORST of ALL! Not only did she not teach my child anything, she has random mental breakdowns in the middle of her classes. Thick accent, to the point where none of her students understand her. Tests do correlate with the material given in the book or in class! Mr. Edelman is an older gentleman with no initiative or energy to even teach adults. MS. BEVERLY PEARSON-MAGNET COORDINATOR IS BEYOND RUDE! If she cannot speak to us, parents in a respectful way, what should we expect from her when she speaks to our children? Every time a parent comes to her with a certain issue or concern, Ms Beverly Pearson shoo's them away . I have a second child who is a couple of years away from middle school. There is NO way I would put him through what my daughter is going through right now!
—Submitted by a parent


Posted September 11, 2013

i never attended this school but a family member did this school should improve and the staff should improve i attended emerson junior high in 1970 a much better school and i made lots of friends.


Posted September 10, 2013

My daughter gose here i went here as well as all my other children , my Brothers and sisters this is a great school love the teacher and the Principal.
—Submitted by a parent


Posted August 16, 2013

I graduated from this school in 2008, and have read some of the comments on this site regarding it. Yes, I agree, there were some racial cliques forming when I was in school, too. However, my group of friends were multi-racial and close-knit. (We were Ethiopian, Russian, German, Italian, Thai, Korean, Filipino, and Romanian.) While other kids may have been in their own racial groups, I still feel that so many students had a friendly connection to their teachers. Going to school was something I looked forward to daily, and I'm appalled students in the present generation disagree.


Posted August 9, 2013

Wow. This is an amzing school with amazingly dedicated staff, hardworking principal, and educationally motivated students. The outside is beautifully maintained. This school is at the level of, if not better than, an expensive private school.
—Submitted by a parent


Posted July 12, 2013

I graduated this year to rate the school it was really bad. I mean if they were going to tell us to fill in a survey about what needs to change I mean shouldn't you try to change it. for example the bathroom was really dirty when I was 6 grade and when I was 7 grade the bathroom was even more disgusting and in 8 grade the bathroom was so disgusting I couldn't stand to go inside but I only went because of my friends. some teachers are nice but I saw a history teacher make her students run around the field and then go to there fourth period after. I didn't even feel safe in this school. I am kind of embarrassed to say I went to that school. just because of there api does not mean they are a good school inside.


Posted July 5, 2013

I went this school and had the best year of my life I school improve more and u DON'T get LOCKERS!


Posted April 30, 2013

My experience here was really cool. I could have rated it a 5 but some staff and teachers are lazy, inconsiderate, and haven't teached us anything. In fact Mr.Edelman was so lazy, ex. he moved project dates, lost hw and projects, forget things, and just doesn't do his job well. Although most of the staff is awesome and the principle does his job well. The campus made me feel safe and a majority of teachers gave me a good education. Love JB.


Posted April 8, 2013

Yes, this is school administration is very unprofessional and the teachers don't care about the students. Magnet coordinator MS. BEVERLY PEARSON is worse person & Mr. Rodriguez is worse teacher.
—Submitted by a parent


Posted February 4, 2013

I recently visited JB for coffee with the principal. I stayed a little over to speak with parents and administrators.The one thing I noticed more than anything was that the safety officer and an older lady with security shirt sat at lunch tables for at least 2 hours straight, on their phones, with no regard to the loitering students, hiding under their noses.I asked about this behavior and was told this was common practice and the principal and safety officer are friends. The plant manager is overworked. The man is amazing. I saw him fast walking from 8:00a till the time I left which was around 10a. It was him who opened the gate for me to leave as the safety officer was too busy socializing on his phone. On the same visit, LAPD was interviewing a parent in said safety officers office, and to my amazement was a HUGE, brand new, flat panel TV propped on a bookcase in his office.My child says teachers have no supplies yet the safety officer has a T.V. in his office?The principal must have taken a public relations course because his answers are always open ended. Nothing is ever concrete. "we're looking into it." type of answers. Be weary. API is not the end all be all in choosing JB.
—Submitted by a parent


Posted January 29, 2013

As an 8 th grade student I have to say this school is horrible. I was in orchestra but left cause of the harrassment my teacher gave me. He was rude to me and always gave additude, The pricipal didnt seem tol care at all Anyways because of this teacher some students want to leave the school.


Posted January 19, 2013

As a 7th grade magnet student here, I am having some great time. If I was to compare from 6th to 7th, I would say I gained like 50 more friends and the're all awesome. The best thing of this school is the Leadership class. The candidates have to say speeches and then there are elections. As the current 7th grade secretary, I won't just say the good things of this school. Yes, this school has nice teachers who are very fun (like the only 7th grade magnet science teacher), but there is too much of popularity at this school. Basically you can't do anything good here, other than being a smart kid, with out popularity. But even sometimes the smart kids who are very lonely, get bullied and then they start to do bad. To say the truth, I would say that this bullying thing has decreased over the two years I have been here so far. The new system of the bully box in the website has made it safer. But still there is some space to improve.I would recommend this school to the parents who are looking for a good school, but here is a recommendation: DON'T SEND YOUR CHILD TO THIS SCHOOL IF THEY DO NOT KNOW HOW TO DEAL WITH POPULARITY. SEND THEM TO THIS SCHOOL ONLY IF THEY KNOW HOW TO DEAL WITH IT!


Posted November 12, 2012

My son is in the gifted magnet and I think it has been a great experience. He is now in the 8th grade and it has been the best year for him. While we all want to believe that our child is the most special little thing that the world has come to know, the truth is that many of the kids in Gifted Magnet (and SAS) are special, once you understand that, things will go smoother for everyone. Many parents make too many comparisons between the kids, when they're all bright, they all got there through test scores, achievements or intelligence evaluations. The school offers various programs and the competitiveness amongst students is healthy. Many kids motivate one another to do well. It's amazing that my child looks forward to going to school and he motivates others as well. Now the reason for 4 stars instead of 5. I agree that favoritism plays out and this has left a bad taste in my mouth. This statement goes for administration and teachers. They are also pretty good at covering up their behinds, when needed. They might think they're slick but they're not. BUT on a positive note, *overall*, I'm pleased with the school because most of the teachers are challenging and and my kids loves it.
—Submitted by a parent


Posted August 4, 2012

I'm not sure how much this school changed over the past few years but my experience has not been a spectacular one. Racism and favoritism are prevalent. Does your child get straight As in this middle school? That's probably because this particular middle school hands out As like they hand out tissues. They are probably not learning anything. Does your kid get at Cs? Well, you have a problem child that doesn't even bother to put his/her name on a single piece of paper. When the little middle school students move onto high school, they will face academic hardships. It's really not surprising. It's a low budget school with hardships on its own. I'm not generalizing. Some teachers put in their best effort. However, as time progresses, they tend to give up. Is it the limited budget? Or the careless students? Careless staffs?


Posted May 14, 2012

Although they pride themselves on their reputation, the staff is rude, lazy,apathetic, unqualified and indifferent. They are big on rules, but not on anything else. The staff sneaks to their cars to use their cell phones. I can't stand this school and it is a far cry from what it once was. Too bad.
—Submitted by a parent


Posted April 30, 2012

Great school, great staff! My experience with JB is that it is an excellent school with a very caring staff. I am amazed at the extra curricular activities the school is able to offer in lieu of the dismal budget that all schools need to contend with. I had one child attend as part of the Magnet program and another child is currently attending the regular program. Both children received the same high level of instruction and more importantly support. Like every other school in the district; it is over crowded but the staff at JB do not use that as an excuse to let children fall through the cracks. Keep up the great work!
—Submitted by a parent


Posted April 27, 2012

The school is being run on favoritism. They have unqualified and inexperienced staff in positions they shouldn't hold. For example, Special Ed. Coordinator, does not have the credential necessary to hold an out of classroom position yet holds it. School safety officer and campus aides do absolutely nothing all day other than fraternize amongst each other in what appears to be a day long lunch for them. I am glad my child is leaving as it is apparent that children with special needs are some kind of dark secret to the administration at JB.


Posted January 8, 2012

Terrible School, tons of racism and fights. Staff are uncaring and lazy, and do not help students. If you must send your kid here sign them up for the Magnet program, if not, avoid at all costs


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

859

Change from
2012 to 2013

-29

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met 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 2013

This school's
API score

859

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

-29

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)

9 / 10

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

10 / 10

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

The state average for English Language Arts was 56% in 2013.

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Math

The state average for Math was 65% in 2013.

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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

English Language Arts

The state average for English Language Arts was 46% in 2013.

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Math

The state average for Math was 66% in 2013.

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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

English Language Arts

The state average for English Language Arts was 65% in 2013.

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n/a

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2011

 
 
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2010

 
 
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Math

The state average for Math was 72% in 2013.

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2011

 
 
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2010

 
 
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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

English Language Arts

The state average for English Language Arts was 60% in 2013.

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Math

The state average for Math was 65% in 2013.

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Science

The state average for Science was 57% in 2013.

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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

English Language Arts

The state average for English Language Arts was 60% in 2013.

580 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%

2011

 
 
64%

2010

 
 
64%
Math

The state average for Math was 55% in 2013.

581 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
66%

2011

 
 
68%

2010

 
 
65%
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 86% in 2013.

154 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
90%

2011

 
 
91%

2010

 
 
88%
English Language Arts

The state average for English Language Arts was 60% in 2013.

619 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
76%

2011

 
 
67%

2010

 
 
66%
Math

The state average for Math was 52% in 2013.

464 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
64%

2011

 
 
51%

2010

 
 
51%
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 50% in 2013.

330 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
70%

2011

 
 
81%

2010

 
 
81%
English Language Arts

The state average for English Language Arts was 57% in 2013.

596 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%

2011

 
 
68%

2010

 
 
64%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

198 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
49%

2011

 
 
54%

2010

 
 
51%
Geometry

The state average for Geometry was 85% in 2013.

93 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
92%

2011

 
 
96%

2010

 
 
91%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

631 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
72%

2011

 
 
67%

2010

 
 
61%
Science

The state average for Science was 67% in 2013.

599 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
86%

2011

 
 
79%

2010

 
 
74%
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

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
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

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
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
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

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

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
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
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

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

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
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
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

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

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
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

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
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

All Students73%
Females73%
Males72%
African American65%
Asian80%
Filipino96%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged69%
Non-economically disadvantaged80%
Students with disability29%
Students with no reported disability74%
English learner21%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate60%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)74%
Parent education - college graduate80%
Parent education - graduate school/post graduate84%
Parent education - declined to state72%

Math

All Students63%
Females64%
Males63%
African American45%
Asian84%
Filipino88%
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged59%
Non-economically disadvantaged73%
Students with disability22%
Students with no reported disability65%
English learner25%
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate44%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)64%
Parent education - college graduate75%
Parent education - graduate school/post graduate80%
Parent education - declined to state62%
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 Students92%
Females95%
Males88%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged88%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)96%
Parent education - college graduate96%
Parent education - graduate school/post graduate88%
Parent education - declined to state89%

English Language Arts

All Students77%
Females77%
Males77%
African American67%
Asian84%
Filipino87%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged76%
Non-economically disadvantaged79%
Students with disability57%
Students with no reported disability77%
English learner22%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate72%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)85%
Parent education - college graduate83%
Parent education - graduate school/post graduate77%
Parent education - declined to state69%

Math

All Students56%
Females53%
Males59%
African American40%
Asian76%
Filipino86%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged52%
Non-economically disadvantaged65%
Students with disability45%
Students with no reported disability56%
English learner21%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate49%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)54%
Parent education - college graduate73%
Parent education - graduate school/post graduate61%
Parent education - declined to state47%
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 Students61%
Females64%
Males56%
African American50%
Asian72%
Filipino76%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged60%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability61%
English learner60%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate57%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)60%
Parent education - college graduate65%
Parent education - graduate school/post graduate70%
Parent education - declined to state58%

English Language Arts

All Students70%
Females73%
Males67%
African American59%
Asian83%
Filipino80%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged68%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability70%
English learner20%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate65%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)71%
Parent education - college graduate81%
Parent education - graduate school/post graduate74%
Parent education - declined to state64%

General Mathematics (Grades 6 & 7 Standards)

All Students27%
Females35%
Males19%
African American28%
Asian53%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged34%
Students with disability9%
Students with no reported disability32%
English learner12%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate24%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)21%
Parent education - college graduate42%
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%

Geometry

All Students96%
Females98%
Males93%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged96%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate100%
Parent education - some college (includes AA degree)93%
Parent education - college graduate95%
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

History - Social Science Grade 8 Cumulative

All Students63%
Females63%
Males64%
African American57%
Asian80%
Filipino86%
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged60%
Non-economically disadvantaged73%
Students with disability17%
Students with no reported disability68%
English learner11%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate54%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)64%
Parent education - college graduate81%
Parent education - graduate school/post graduate70%
Parent education - declined to state57%

Science

All Students80%
Females78%
Males81%
African American72%
Asian90%
Filipino91%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged77%
Non-economically disadvantaged86%
Students with disability57%
Students with no reported disability80%
English learner48%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate69%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)82%
Parent education - college graduate87%
Parent education - graduate school/post graduate83%
Parent education - declined to state78%
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

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 45% 51%
Asian 34% 11%
Black 12% 7%
White 8% 27%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 68%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Performance stage
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • Spanish

Health & athletics

Staff resources available to students
  • Nurse(s)
  • PE instructor(s)
School facilities
  • Garden/Greenhouse
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.
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 2168 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
63%
agree
 
District average
72%
agree
 

Parents

This school

 
67%
 

District average

 
70%
 

Students

This school

 
58%
 

District average

 
74%
 
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
68%
agree
 
District average
77%
agree
 

Students

This school

 
56%
 

District average

 
74%
 

Employees

This school

 
80%
 

District average

 
81%
 
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
65%
agree
 
District average
70%
agree
 

Parents

This school

 
83%
 

District average

 
78%
 

Students

This school

 
43%
 

District average

 
58%
 

Employees

This school

 
71%
 

District average

 
74%
 
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
64%
agree
 
District average
68%
agree
 

Parents

This school

 
55%
 

District average

 
66%
 

Employees

This school

 
73%
 

District average

 
71%
 
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
56%
agree
 
District average
66%
agree
 

Employees

This school

 
56%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents36624%
Students174991%
Employees5344%

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
  • Mirta McKay
Fax number
  • (323) 934-9051

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Accessible via public transportation
  • School shares bus/van with other schools
School facilities
  • Art room
  • Cafeteria
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Library
  • Performance stage
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

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

Sports

Boys sports
  • Football
Girls sports
  • Soccer

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
Performing arts
  • Dance
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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600 South McCadden Place
Los Angeles, CA 90005
Website: Click here
Phone: (323) 549-5000

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