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Teacher quality
Principal leadership
Parent involvement
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!!
I attend Bret harte and i just wanted to say that bret hatre is a wonderful school filled with wonderful students
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
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
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
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
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
Teachers really care, especially Mr. J. O; who is patiend and encouraging!! Best teacher ever.
—Submitted by a parent
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
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
This school has a lot of students who are only interested in fighting or watching someone else fight.
—Submitted by a parent
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
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
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
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
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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
258 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
258 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
330 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
331 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
350 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
358 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
393 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
357 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 33% |
| Females | 36% |
| Males | 29% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 12% |
| Fluent-English proficient and English only | 42% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 25% |
| Females | 28% |
| Males | 22% |
| African American | 12% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 12% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | 73% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 28% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 21% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 34% |
| Females | 36% |
| Males | 32% |
| African American | 37% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 34% |
| English learner | 4% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 25% |
| Females | 26% |
| Males | 25% |
| African American | 15% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 26% |
| English learner | 5% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | 24% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 10% |
| Females | 9% |
| Males | 11% |
| African American | 4% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 4% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | 0% |
| Fluent-English proficient and English only | 13% |
| Migrant education | n/a |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | 6% |
| Parent education - some college (includes AA degree) | 8% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 10% |
| All Students | 27% |
| Females | 32% |
| Males | 23% |
| African American | 22% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 25% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 0% |
| Fluent-English proficient and English only | 35% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 33% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 22% |
| Males | 26% |
| African American | 19% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 22% |
| Students with disability | 8% |
| Students with no reported disability | 26% |
| English learner | 1% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 28% |
| All Students | 35% |
| Females | 34% |
| Males | 38% |
| African American | 30% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 38% |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 14% |
| Fluent-English proficient and English only | 41% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 42% |
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 27% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 83% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% | ||
| French | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 86% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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9301 South Hoover Street
Los Angeles,
CA 90044
Phone: (323) 242-5400
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