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GreatSchools Rating

Bret Harte Preparatory Middle School

Public | 5-8 | 1221 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
Based on 3 ratings

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16 reviews of this school


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Posted June 29, 2012

Way back in the 1930s, a girl by the name of Edna May Durbin attended Bret Harte. She later became a movie star and the highest paid female in the United States. Her stage name was Deanna Durbin. I have a class photo of Deanna and her schoolmates standing on the main front steps of Bret Harte!!


Posted January 25, 2011

I attend Bret harte and i just wanted to say that bret hatre is a wonderful school filled with wonderful students


Posted January 17, 2010

I'm currently an 8th grade student at Bret Harte Middle School and I will miss it very much when I graduate but I know because of Bret Harte I will ne fully trained to take on High School with ease. I love the teachers and staff here. The programs after school have been a great help. I've been able to get a scholarship to one of LA's best black dance Academy Lula Washington. Bret Harte has helped me achieve so much in the 3 years I have attended this school. Bret Harte is a great school that inspired me to be anything and be someone who improves the world. I am not put down for my differences and I love our principal Mr. Davidson he really cares about the students. Bret Harte is a great school to go to and I should know I go to this school.
—Submitted by a student


Posted December 12, 2009

I origionally reviewed my child;s school on December 4, 2008, when my child first attended Bret Harte as a 6th grader. I jioned the CEAC parent committee and I had great expectations because of my experiences as a graduate of Bret Harte in 1976. This school has drasticlly declined. It is mainly due to its administrative staff inability to communicate with certain parents that may have a different view than they have. The manority students are failing because of unqualified teachers and supportive staff. The children self esteem is lowered because they are not getting positive praise and cultual recognition regularly. I was not aware of the politics occurring at this school when I made my inicial review, but this school needs help. The principal Mr. Davidson's leadership is poor. and he has ostracized many for trying to bring about positive change. Change is not welcomed there at Bret Harte.
—Submitted by a parent


Posted December 11, 2009

Hey i am currently attending bret harte ms as a 7th grader..this school is not bad.This school has lots of great teachers and have after school programs so they will kep them from gangs, fights, and violence. I'm actually in a program called Team Works. This is a really great program for ALL kids. They also have After School All Stars..it's all about dancing,music and expressing yourself,they even have tutoring.
—Submitted by a student


Posted December 5, 2009

i attended this school for 6th 7th and 8th i graduated on June 19 or 20 of '09' i now attend c.a.t.c.h never go to c.a.t.c.h. any who i loved bret harte it was the best school i ever attend and i wish i could go back but i cant.the best part about being at that school was being with ms.zavala she helped me from when i fist got there.she helped me through the good times when i won awards to the sad times when i was going through parents issues and court issues.she shaped me into a better person.every teacher i ever had through out that school were the best.after school programs are awesome all stars and photo club .ooo i want to give a shout out to ms.zavala and the all stars.this school changed me into the person i am today.
—Submitted by a student


Posted August 19, 2009

I am a current 7th grade student in Bret Harte middle school this school is not a bad school it's just a school that needs more help,parent help.I will not say that this school is just a school where kids want to fight or get involved in fighting this school just needs to have more interesting things to get the students attention away from fighting.
—Submitted by a student


Posted June 12, 2009

Teachers really care, especially Mr. J. O; who is patiend and encouraging!! Best teacher ever.
—Submitted by a parent


Posted December 4, 2008

I am a parent who graduated from Bret Harte MS, in 1976, and now my child attends Bret Harte as a six garder in 2008. I am very involved in my child's education, and from what I have observed thus far is an enviornment inducsive to promoting learning as well as encouraging parent involvement. With a I can attitude from our children, and parent, teacher, and administrative staff encouragement, all good things are possible.
—Submitted by a parent


Posted August 29, 2008

i am not a parent but i attended this school about 4 years ago, and yes this is a very rough neighborhood but this school is all about helping students with there after school programs etc. students are only fighting because there parents dont teach them whats right and wrong
—Submitted by a student


Posted April 16, 2008

This school has a lot of students who are only interested in fighting or watching someone else fight.
—Submitted by a parent


Posted July 27, 2007

I have seen many changes at bret harte some were questionable but like many people say just give it time. I was hesitant about sending my child here, I thought I could keep in touch with her academics since I work there. True that your child can learn much as possible depending on the teacher and classroom enviroment. I had great faith in this school when the principle Ms.Kay came, her dedication to the school is outstanding, I was sad to see her leave Spring 2006 to Narbone High.
—Submitted by a parent


Posted November 28, 2006

Hi, well I'm not at parent but I attended bret harte about two years ago. I just wanted to day that mr. Martin's music program is the best thing that ever happened to me.
—Submitted by Johnnie-Renee' Jackson, a student


Posted October 1, 2006

I am a current student at Bret Harte.I have been going there since 6th,and 7th grade.I am now in the 8th grade.Well since we have gotten a new principal,Ms.Kay,this school has changed a lot now.I admit that before going to Bret Harte I was slightly scared at 1st and my parents wouldn't approove for me going there.Since they have heard a lot about the behavior in Bret Harte.But it's not actually a bad sch00l you know?...It's actually a very good school unless you are around the right people.But even if you don't it doesn't mean your have to act like the rest of everyone.All the teachers are spectacular.Rhey show respect to you only if you respect them babk (of course).Ms.Kay has definitely made a difference in this school. sincerely, -Yuslic an 8th grade student of '07.
—Submitted by Yuslic Ramirez, a student


Posted September 15, 2006

My daughter has attended Bret Harte for the 6th, 7th and is now attending this year in the 8th grade. For the 6th grade year I had many communication problems with the VP & Dean of the School along with a few teachers. I am the type of person who always gives things a chance to change but by the end of her 6th grade school year I was ready to send my daughter packing. My daughter had made friends there and wanted to stay so I told her that she could go there for the 1st semester and if I didn't see any improvement from the staff then I would transfer her to another school. Last year, I did see a major improvement in the school. I think they may have gotten a new Principal but whatever happened keep up the good work Bret Harte!
—Submitted by Tabitha, a parent


Posted December 9, 2004

I'm a teacher at this school and although I love teaching here there is no way I'd send my child here. There are many fabulous teachers at Bret Harte but it is very unsafe due to both neighborhood, parent and child behavior. Most of the teachers here love our school and love our students but we've had teachers and principals 'dumped' here - meaning that they don't want to be at Bret Harte but are placed here. We have had 4 principals in 2 years - 1 who showed up only when he felt like it. Our school could be a great school but there are few of us who believe in our school. The 6th grade team is, for the most part, excellent! We need to parents to be with us! If only we could get a strong and dedicated leader, we could all be proud to be at The Harte!
—Submitted by a teacher


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

About these ratings

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

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

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

This school's
API score

632

Change from
2011 to 2012

+5

API Statewide Rank
(2011)

1 / 10

API Similar Schools Rank (2011)

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

API Growth scores by subgroup

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

This school's
API score

632

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

+5

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

1 / 10

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

3 / 10

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

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

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

258 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
27%

2010

 
 
32%

2009

 
 
21%
Math

The state average for Math was 55% in 2012.

258 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
24%

2010

 
 
21%

2009

 
 
19%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

330 students were tested at this school in 2012.

2012

 
 
34%

2011

 
 
28%

2010

 
 
25%

2009

 
 
22%
Math

The state average for Math was 52% in 2012.

331 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
20%

2010

 
 
23%

2009

 
 
17%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

350 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
15%

2010

 
 
13%

2009

 
 
6%
English Language Arts

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

358 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
25%

2010

 
 
24%

2009

 
 
15%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

393 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
25%

2010

 
 
16%

2009

 
 
12%
Science

The state average for Science was 66% in 2012.

357 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
33%

2010

 
 
33%

2009

 
 
31%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

English Language Arts

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

Math

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

Science

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students33%
Females36%
Males29%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability34%
English learner12%
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate28%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state30%

Math

All Students25%
Females28%
Males22%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability26%
English learner12%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate27%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state21%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
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 Students34%
Females36%
Males32%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability34%
English learner4%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate30%
Parent education - high school graduate36%
Parent education - some college (includes AA degree)45%
Parent education - college graduate23%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Math

All Students25%
Females26%
Males25%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability26%
English learner5%
Fluent-English proficient and English only30%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate24%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)35%
Parent education - college graduate31%
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students10%
Females9%
Males11%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino12%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantaged4%
Students with disabilityn/a
Students with no reported disability10%
English learner0%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduate13%
Parent education - high school graduate6%
Parent education - some college (includes AA degree)8%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state10%

English Language Arts

All Students27%
Females32%
Males23%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate28%
Parent education - high school graduate23%
Parent education - some college (includes AA degree)28%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

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

History - Social Science Grade 8 Cumulative

All Students25%
Females22%
Males26%
African American19%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged22%
Students with disability8%
Students with no reported disability26%
English learner1%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduate23%
Parent education - high school graduate25%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state28%

Science

All Students35%
Females34%
Males38%
African American30%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged35%
Non-economically disadvantaged38%
Students with disabilityn/a
Students with no reported disability36%
English learner14%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate31%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 70% 49%
African American 30% 7%
American Indian or Alaska Native 0% 1%
Asian 0% 8%
Filipino 0% 3%
Multiple or No Response 0% 3%
Pacific Islander 0% 1%
White 0% 28%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 127%N/A24%
Students eligible for free or reduced-price lunch program 283%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 100% 85%
French 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 8N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 86%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

9301 South Hoover Street
Los Angeles, CA 90044
Phone: (323) 242-5400

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