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GreatSchools Rating

Paul Revere Middle School

Charter | 5-8 | 2065 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 12 ratings
2011:
Based on 10 ratings
2010:
Based on 9 ratings

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Parent involvement

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115 reviews of this school


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Posted June 26, 2011

I consider this school to be a well run state penal institution. BUT considering that there are 2300 kids, I think they do a very good job. If your child falls into the middle of the bell curve then you are in good hands. That is, if he/she is self motivated or closely watched over by a parent then they will do well. The teachers care and are for the most part very good. If, your child is NOT a good student, or motivated, or has any learning issues, then you will have a difficult time here. There is an extreme overload of busy work home work, over which the teachers have no control. It is state mandated with very little thought other than high scores for the school which related to funding, however much needed. Bathrooms are filthy, and the place is run down for a lack of maintenance funding. Remember that these are traditionally difficult transition years for children, somewhere in the 12-14 years old zone, so it can't be any easy job managing an crowded school like this one. As far as alternatives go, I can't say that I've found the private schools to be better, and for 10-30 thousand dollars a year, from experience, I'd say your money is for the most part wasted. Good luck!
—Submitted by a parent


Posted June 21, 2011

My son, now finishing his second year has had an excellent time at the school. On balance, some truly outstanding teachers ( two duds in 2 years...) but he has grown both academically and emotionally. A recent review by a another parent read like private school shill, hitting all the fear mongering marks one could imagine... I rated the school a 5t, though it's probably a 4.5... still room for improvement in some areas... tho parental involvement is huge here... not sure what the parent who posted before me is referencing re: not being allowed to see what's going on... contrary to that it's easy to get involved, and/or meet with teachers... or email them.... large class sizes not really a problem unless the child has a hard time focusing
—Submitted by a parent


Posted May 18, 2011

As a student at Paul Revere, a large amount of the reviews I have read have made Paul Revere out to be a school with drug dealers, endless bullies, horrible teachers, and no regard for students' safety... That is the exact opposite of what I have seen. In my homeroom, we have gone over our planners' section on bullying, drugs, violence, etc., so please do not say the administration doesn't educate the students on those subjects. I encounter at least 150 students a day in classes, and none of them have been bullies or appear to be selling or using drugs. My teachers are incredible-- they go to the far ends of the Earth to enhance our courses and make sure we understand what they are teaching. They have NO tolerance whatsoever for talking during class or suspicious behavior, and will pull you aside if you seem depressed, angry, etc. Though my class is high honors, my teachers also teach regulars, which is about 70% of the same stuff (we just go into more detail and have more work.) My friends tell me that their teachers are phenomenal and that they have never been bullied at Paul Revere or offered drugs...


Posted April 20, 2011

Yes, bullying is a problem; however, the solution is not punishing an identified perpetrator. The solution is taking a hard look at school culture. Children are impressionable and there are effective programs that address creating a culture of respect and caring. These programs require a head-on commitment from school leaders (not occasional rallies), time investment and change in classroom management by teachers, effective use of homeroom to do more than take roll and make announcements and parents who want to help build character for all members of the school community. This won't be implemented if the emphasis is on punishment. We have to model caring and compassion. The comments about racial (and class) bias are correct. At Paul Revere, in a Darwinian environment where each parent is out for their own child and class time is spent talking about the last trip to Europe, this will be a challenge, but we can do it!
—Submitted by a parent


Posted March 8, 2011

Unfortunately I have to agree with the parent who posted on November 11, 2010 in regards to the bullying situation. I'm totally in favor of excellent academics, exceptional, caring teachers, what parent wouldn't?--don't really care too much about a farm being on campus, a farm....really now?? But, in this day and age, safety and protection is #1 on my list! I agree 100% that PR has a SERIOUS problem with BULLIES that is not sufficiently addressed. How can you address bully problems with a "no suspension rule". If a student does something to harm another student, whether it's physically or verbally, that student should be disciplined accordingly. A "no suspension" policy to me means that if the suspended student is not in school for the day/those days, then the school doesn't get the $$$. for the day! Total BS!!! Question for PR, Principal, Deans: Which is more important to you? MONEY FOR YOUR SCHOOL, OR A CHILDS SAFETY. Parents, I pose the same question to you for you and yours????
—Submitted by a parent


Posted November 11, 2010

Great school when it comes to course work. However, I have to say there is some racial bias at the school. If your child is of color they assume they are in the wrong most of the time. There also seems to be a bullying problem that seems to be overlooked by the staff.
—Submitted by a parent


Posted October 26, 2010

The community truly comes together to support ideas and execute them!
—Submitted by a parent


Posted August 30, 2010

I d like to share our family s experience with regard to regular and honors track. Our daughter started sixth grade in a regular track class. We felt that a mistake had been made in her placement and met with her teachers who reassured us by saying that they also taught honors classes. Our daughter was given supplementary homework which was similar to that given to honors classes. She was recommended for honors track for seventh grade and did well, scoring at the advanced level in the CST evaluations. Although our daughter s sixth grade class did have several students with discipline problems, it did not prevent a successful academic year. It would be a mistake to write-off regular track. The teachers are competent and caring. Unrelated comment: The bands and orchestras of the music department are amazingly good.
—Submitted by a parent


Posted August 17, 2010

Im am a student at Paul Revere some people say that there a drug problem well there a drug problem in every school and it not the school fault it the kids fault there try as hard as possible to get rid of that and it located in a very nice area and i feel safe at this school.


Posted August 16, 2010

Paul Revere has very nice teachers and an amazing principal that cares for all the students at Paul Revere.


Posted August 11, 2010

I loved it.<3 it was the best 6th grade year ever! :D! you should go there! the teachers are nice and really help you!


Posted May 26, 2010

It really gets tiring hearing some of the negative things said about Paul Revere. Here is the truth. We are so lucky to have this school. My son is finishing up his 8th grade year and my daughter will be attending the school next year. It has been an amazing school for my son. He has had teachers that have consistently blown us away with the levels in which they teach. I have absolutely no complaints about the education he has had or about the school in general. I can't imagine a finer middle school, even at the private level. The other great thing about this school is that it teaches kids to learn to navigate themselves within a big system. Sounds a little like real life, doesn't it?
—Submitted by a parent


Posted May 25, 2010

I believe candy coated is the term you were looking for... Every school tour promotes the positive aspects of their school. But to say Revere is the worst possible middle school for any child wanting to learn is ridiculous. My son (in the Hoors program) is bright, but not a particularly motivated student and his teachers have been great. His 6th grade Eng teacher has been working with him through out his 8th grade year to get him ready for high school. I call that dedication!
—Submitted by a parent


Posted May 10, 2010

Worst possible middle school for any student wanting to learn. The parent tours are candy coded, you don't get the real idea of the school until you've been there for 3 years.
—Submitted by a student


Posted May 10, 2010

My daughter love this school. She moved from Palms. Beautiful campus. Awsome riders. GO RIDERS, GO REVERE
—Submitted by a parent


Posted April 26, 2010

i love that school it is perfect for me and i believe they teach good and all the children get an equal amount of disipline
—Submitted by a student


Posted April 21, 2010

Beautiful campus, excellent principal and staff, and happy students equal an awesome school! Keep it up Revere!!!!
—Submitted by a parent


Posted April 11, 2010

The only way to get a good eductaion at Paul Revere is to be in the Honors program. The regular classroom have many more discipline problems making learning more dificult and the teachers don't seem to care about students as much as HONORS kids
—Submitted by a parent


Posted March 27, 2010

This school has many problems that the principal keeps hidden under the table. For example, how about a teacher that has had 9 complaints and is not fired...including verbal abuse in class. Another problem is the busing from under-privileged neighborhoods. This causes tremendous problems and there is also a very big drug problem at this school. Not only are random searches now at least twice a month, there are a handful of kids dealing drugs, and kids that have been arrested more than once. If there is a better option for your child, I strongly suggest you send them elsewhere.
—Submitted by a student


Posted March 14, 2010

Totally agree with the previous post.Not much effort is made in encouraging your child or making the lessons interesting if your child is not in honors.Teachers couldn't care less.
—Submitted by a parent


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

897

Change from
2011 to 2012

+22

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

4 / 10


API Growth scores over time

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

API Growth scores by subgroup

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

This school's
API score

897

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

+22

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)

9 / 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)

4 / 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

 
 
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2009

 
 
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Math

The state average for Math was 65% in 2012.

2012

 
 
n/a

2011

 
 
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2010

 
 
n/a

2009

 
 
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Science

The state average for Science was 60% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
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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.

659 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
76%

2010

 
 
72%

2009

 
 
73%
Math

The state average for Math was 55% in 2012.

656 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
77%

2010

 
 
70%

2009

 
 
69%
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.

180 students were tested at this school in 2012.

2012

 
 
99%

2011

 
 
96%

2010

 
 
91%

2009

 
 
90%
English Language Arts

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

666 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
76%

2010

 
 
74%

2009

 
 
73%
Math

The state average for Math was 52% in 2012.

487 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
57%

2010

 
 
55%

2009

 
 
44%
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.

302 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
63%

2010

 
 
57%

2009

 
 
51%
English Language Arts

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

665 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
74%

2010

 
 
68%

2009

 
 
67%
General Mathematics (Grades 6 & 7 Standards)

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

215 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
40%

2010

 
 
28%

2009

 
 
23%
Geometry

The state average for Geometry was 87% in 2012.

162 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
93%

2010

 
 
92%

2009

 
 
91%
History - Social Science Grade 8 Cumulative

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

680 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
78%

2010

 
 
69%

2009

 
 
65%
Science

The state average for Science was 66% in 2012.

660 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
71%

2010

 
 
72%

2009

 
 
66%
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
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
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
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 Students80%
Females82%
Males78%
African American55%
Asian92%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
White (not Hispanic)90%
Economically disadvantaged58%
Non-economically disadvantaged87%
Students with disability31%
Students with no reported disability84%
English learner24%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate73%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)68%
Parent education - college graduate85%
Parent education - graduate school/post graduate91%
Parent education - declined to state63%

Math

All Students78%
Females76%
Males80%
African American49%
Asian93%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
White (not Hispanic)89%
Economically disadvantaged54%
Non-economically disadvantaged86%
Students with disability40%
Students with no reported disability82%
English learner30%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate71%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)58%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to state60%
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 Students99%
Females99%
Males98%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino100%
White (not Hispanic)98%
Economically disadvantaged100%
Non-economically disadvantaged98%
Students with no reported disability98%
Fluent-English proficient and English only98%
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate98%
Parent education - graduate school/post graduate97%
Parent education - declined to state100%

English Language Arts

All Students82%
Females82%
Males81%
African American62%
Asian94%
Filipinon/a
Hispanic or Latino63%
White (not Hispanic)94%
Economically disadvantaged61%
Non-economically disadvantaged90%
Students with disability54%
Students with no reported disability84%
English learner19%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate55%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)67%
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
Parent education - declined to state76%

Math

All Students68%
Females65%
Males71%
African American51%
Asian91%
Filipinon/a
Hispanic or Latino53%
White (not Hispanic)84%
Economically disadvantaged53%
Non-economically disadvantaged77%
Students with disability48%
Students with no reported disability70%
English learner19%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate55%
Parent education - high school graduate57%
Parent education - some college (includes AA degree)59%
Parent education - college graduate78%
Parent education - graduate school/post graduate89%
Parent education - declined to state60%
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 Students74%
Females80%
Males70%
African American69%
Asian83%
Filipinon/a
Hispanic or Latino64%
White (not Hispanic)78%
Economically disadvantaged61%
Non-economically disadvantaged78%
Students with disability82%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)68%
Parent education - college graduate72%
Parent education - graduate school/post graduate78%
Parent education - declined to state79%

English Language Arts

All Students78%
Females80%
Males76%
African American56%
Asian87%
Filipinon/a
Hispanic or Latino60%
White (not Hispanic)91%
Economically disadvantaged59%
Non-economically disadvantaged85%
Students with disability33%
Students with no reported disability81%
English learner8%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate54%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)71%
Parent education - college graduate85%
Parent education - graduate school/post graduate92%
Parent education - declined to state73%

General Mathematics (Grades 6 & 7 Standards)

All Students39%
Females39%
Males38%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latino48%
White (not Hispanic)48%
Economically disadvantaged36%
Non-economically disadvantaged42%
Students with disability18%
Students with no reported disability45%
English learner18%
Fluent-English proficient and English only40%
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)35%
Parent education - college graduate41%
Parent education - graduate school/post graduate48%
Parent education - declined to state38%

Geometry

All Students100%
Females99%
Males100%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)100%
Economically disadvantaged94%
Non-economically disadvantaged100%
Students with no reported disability99%
Fluent-English proficient and English only99%
Gifted and talented99%
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 graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to state100%

History - Social Science Grade 8 Cumulative

All Students76%
Females75%
Males77%
African American52%
Asian92%
Filipinon/a
Hispanic or Latino60%
White (not Hispanic)87%
Economically disadvantaged57%
Non-economically disadvantaged83%
Students with disability34%
Students with no reported disability80%
English learner7%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate45%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)70%
Parent education - college graduate83%
Parent education - graduate school/post graduate91%
Parent education - declined to state70%

Science

All Students75%
Females72%
Males78%
African American52%
Asian90%
Filipinon/a
Hispanic or Latino57%
White (not Hispanic)86%
Economically disadvantaged54%
Non-economically disadvantaged83%
Students with disability43%
Students with no reported disability77%
English learner15%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate50%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)63%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
Parent education - declined to state71%
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
White 45% 28%
Hispanic or Latino 26% 49%
African American 16% 7%
Asian 10% 8%
Filipino 1% 3%
Multiple or No Response 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 15%N/A24%
Students eligible for free or reduced-price lunch program 227%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 71% 85%
Farsi (Persian) 4% 0%
Korean 4% 1%
Russian 4% 0%
Mandarin (Putonghua) 3% 1%
Arabic 2% 1%
Filipino (Pilipino or Tagalog) 2% 1%
French 2% 0%
Thai 2% 0%
Armenian 1% 1%
Bengali 1% 0%
Cantonese 1% 2%
German 1% 0%
Greek 1% 0%
Japanese 1% 0%
Ukrainian 1% 0%
Vietnamese 1% 2%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 28N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 10N/A11
Average years teaching 11N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 99%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

1450 Allenford Avenue
Los Angeles, CA 90049
Website: Click here
Phone: (310) 917-4800

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