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Horace Mann Junior High School

Public | 4-8 | 974 students

Last modified
Community Rating

3 stars


Teacher quality

Principal leadership

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18 reviews of this school


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Posted August 19, 2009

I was a student of horace mann middke school. I was class of 2008...my best years was spent at that school. I wouldnt conceder the school as bad but the students sure have a way of expressing their feelings. The teachers are pretty cool and outgoing well the ones that i had. The only thing i really didnt like was that the principle treating everybody the same as little criminals. I was one of the good students but i got in trouble my first day cause i went to the wrong period.they're is a lot of discipline at that school. but you should try it out for yourself because everyone have a different experience and a different point of view.
—Submitted by a student


Posted January 16, 2009

I attended and graduated from Horace Mann. I will admit that Horace Mann is not the greatest schools around but it is not bad. Some people believe that no one that comes out of this school can achieve any thing, and I would like to say that they are 100% wrong. If a person wants to be something they have to strive to do their best. If you attend Horace Mann, do not believe that the teachers or administrators are going to do everything for you. You as a student have to work to get to where you want to be in the future. Believe me i know people that go to UC Berkeley, UC Riverside, UCLA, MIT, UC Santa Barbara and many more universities and they all came from Horace Mann. I even go to UCLA so keep the hope.


Posted November 11, 2008

I am currently attending this school and would not recommend any parent send their child here. The students have poor behavior and disrupt the class any chance they get. Dispite it's horrible students, most of the techers are really great (ex. Mr.Amelio).
—Submitted by a student


Posted May 25, 2008

this school is excellent its the after school program that needs help i am currently a 6th grader at horace mann and the way the teachers are teaching is excellent i am a honor student and i love it.
—Submitted by a student


Posted May 5, 2008

I am currently a student at horace mann in my thirdyear, class of 08. There are only a few teachers like Mr. Jenkins Mr. Amelio and Mrs. Millet that actually have a small sense of hope for the student there. Most (not all) the student see a school day at this particular school as a fun reckless 'whatever' day. The teacher have to teach student what is exactly goignt to be on a test and they pretty much set out all the answers for them, but because of the lack of respect for themselves and dicipline the kids really dont care. Horace Mann is a under achieving school at the moment who has AnY thing else in their mind but to learn. But then again there are those handful of students who attend the school that dont want to be the average judged and stereotyped kid. HMMS needs HELP
—Submitted by a student


Posted August 27, 2007

i am part of the graduating class of 2007. I do not recommend this school for any child. In most classes it was a constant struggle everyday for a teacher to gain control and respect of the kids. I was given alot of book work in 6th grade and we never did any hands on project. We never had the option of electives so i had to work as a service student for two years and i feel that we were not graded fairly most of the time. It all depended on how well you got along with the secretaries. I must admit that Horace Mann will always be the best three years of my life, but not because of the education but because of how much i had free time. I was stuck with bad teachers and im afraid that i will be behind in highschool.
—Submitted by a former student


Posted July 24, 2007

As a former honor student of Horace Mann, I understand the varied views of the school's overall character. The atmosphere (to an outsider looking in) may seem intimidating, but as a student I found it rewarding. The challenges I faced at Mann prepared me for high school and the future. Yes, the teachers may be lazy at times and the students may be unruly, but where can you find a middle school (or any school for that matter) where that isn't the case? I appreciate the time and care I received at Mann and I appreciate the extra push I received from such teachers as Mr. Amelio and Ms. Vega.
—Submitted by Lauren Towler, a former student


Posted February 4, 2007

I was a student at Horace Mann. The teachers were burned out. The children were disrepectful. The measures to insure safety to the students were lacking. I would not recommend sending my child to Horace Mann.
—Submitted by a former student


Posted January 27, 2007

I'm not a parent, but a previous student of Horace Mann and I have to say that I would not trade those three years that I spent there for anything else. I graduated, about 3 years ago, as valedictorian with a 4.0 from this school and I am continuing to do well in High School. The teachers (for lack of a better word) were awesome. There were a few disruptive and out of hand students, but there was nothing wrong with anything else. The problem isn't the teachers, it isn't the principal, it isn't the curriculum, it isn't even the kids. The problem is the ignorance that no one seems to see. The haze over their eyes blocking out the truth that they are the problem. I didn't mean to write a whole speech, but it's the least I could do to show my appreciation for those three years.
—Submitted by Donasia Brown, a former student


Posted October 12, 2006

Do not send your child to Mann if you can help it. The kids are unruly and direspectful.The teachers don't care and have no control the classrooms. It saddens me to know that I can't even send my kids to their community school. Its not safe. I hope things change for the better on day for Mann.
—Submitted by D. Edmonds, a parent


Posted October 14, 2005

Overall, Horace Mann Middle School is a place where my child received a good education, just too many distractions among the students and some teachers should have retired or learned new ways of coping with students.
—Submitted by a parent


Posted September 15, 2005

I believe H. Mann is a great school with a bad rap. The teachers, administration & parents care a great deal about the school and the success of the students. The administration & teachers communicated well with parents, and students seemed to be happy and learning. The science fair was very impressive! I would like to see more field trips, music, sports & 1 on 1 tutoring programs. I look forward to seeing higher test scores this year, as they continue to improve every year, just as the school does!
—Submitted by Robin, a parent


Posted July 16, 2005

This school is ok. The academics is not what I thought it would be.
—Submitted by a parent


Posted June 11, 2004

I am a student at Horace Mann Middle School and my personal opinion is that this school is not that bad to start with. I'm about to graduate and this school has given me the best education I could ever have. I am the top student in this class and in this school with a 4.00 as my G.P.A. So this school is very safe, very motivative, and has a very good administration.
—Submitted by Catherine Romero, a parent


Posted May 5, 2004

horace mann is a horrible school but I must admit that all the percentage of the school is bad take rooms 201 and 203 rooms for gifted the teachers ms. K Harrison and G. Survine have all the kids under control. The children are learning. so those people who see only the pecentage of people that are bad need to look deeper.they need more extracirricular activities to keep kids of the streets.
—Submitted by a student


Posted September 9, 2003

My Son had a terrible 6th & 7th grade year at Mann. My husband and I were getting calls daily about his behavior. He had the 'When in Rome...' syndrome, meaning, his atmosphere was so chaotic, he found himself acting just like those around him. The students had no respect for their Teachers.They wouldn't even respect the fact that there were visiting parents in the classroom (My Husband & I). Instead, it gave them more reason to show off and disrespect. The children are totally in charge of the classrooms at Mann.
—Submitted by a parent


Posted June 19, 2003

My child barely learned anything as a 6th grader at Horace Mann. He was only doing spelling worksheets and wasn't even given a current math book. The teachers are all new and let the kids run wild in the classrooms. Everyone there just seems burned out and angry. Not a good place to send your kid.


Posted June 17, 2003

School is being audited by the State. Discipline is poor. Students are disrespectful of teachers and other students. Difficult for serious students to learn in an atomsphere constantly in an uproar.


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

575

Change from
2011 to 2012

+25

API Statewide Rank
(2011)

1 / 10

API Similar Schools Rank (2011)

1 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 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 met all student subgroup API targets for 2012

This school's
API score

575

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

+25

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)

1 / 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 67% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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Math

The state average for Math was 71% 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 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.

128 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
13%

2010

 
 
21%

2009

 
 
11%
Math

The state average for Math was 55% in 2012.

129 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
9%

2010

 
 
21%

2009

 
 
15%
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.

167 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
19%

2010

 
 
18%

2009

 
 
20%
Math

The state average for Math was 52% in 2012.

167 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
20%

2010

 
 
13%

2009

 
 
16%
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.

54 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
12%

2010

 
 
14%

2009

 
 
7%
English Language Arts

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

229 students were tested at this school in 2012.

2012

 
 
25%

2011

 
 
17%

2010

 
 
18%

2009

 
 
15%
General Mathematics (Grades 6 & 7 Standards)

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

201 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
5%

2010

 
 
8%

2009

 
 
3%
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.

254 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
15%

2010

 
 
19%

2009

 
 
13%
Science

The state average for Science was 66% in 2012.

228 students were tested at this school in 2012.

2012

 
 
26%

2011

 
 
17%

2010

 
 
23%

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

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
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
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 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 Students24%
Females28%
Males19%
African American19%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability25%
English learner14%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

Math

All Students20%
Females17%
Males24%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability21%
English learner9%
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state20%
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 Students21%
Females22%
Males19%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged21%
Non-economically disadvantagedn/a
Students with disability11%
Students with no reported disability22%
English learner4%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate23%
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 state19%

Math

All Students15%
Females12%
Males19%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability16%
English learner4%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate23%
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 state10%
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 Students26%
Females23%
Males29%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talented46%
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 state21%

English Language Arts

All Students25%
Females32%
Males17%
African American19%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantagedn/a
Students with disability11%
Students with no reported disability26%
English learner0%
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate16%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

General Mathematics (Grades 6 & 7 Standards)

All Students7%
Females6%
Males7%
African American3%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability8%
English learner3%
Fluent-English proficient and English only7%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)7%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

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 Students17%
Females16%
Males16%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantagedn/a
Students with disability7%
Students with no reported disability18%
English learner3%
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduate10%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state15%

Science

All Students26%
Females30%
Males22%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged26%
Non-economically disadvantagedn/a
Students with disability12%
Students with no reported disability27%
English learner4%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate26%
Parent education - high school graduate26%
Parent education - some college (includes AA degree)23%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%
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
African American 50% 7%
Hispanic or Latino 48% 49%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Asian 0% 8%
Filipino 0% 3%
Multiple or No Response 0% 3%
White 0% 28%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 121%N/A24%
Students eligible for free or reduced-price lunch program 284%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 98% 85%
All other non-English languages 1% 1%
Arabic 0% 1%
Filipino (Pilipino or Tagalog) 0% 1%
Tongan 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 6N/A11
Average years teaching 6N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 98%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

7001 South Saint Andrews Place
Los Angeles, CA 90047
Website: Click here
Phone: (323) 541-1900

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