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GreatSchools Rating

George Washington Preparatory High School

Public | 7-12 | 2130 students

Last modified
Community Rating

3 stars

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

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21 reviews of this school


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Posted Wednesday, May 15, 2013

This school is horrible! I called the front office because my daughter called me saying someone was trying to jump her and then they never even checked on her nothing! my daughter got jumped and all they said was sorry its horrible I will never recommend lauds to turn it into a green dot school they actually listen to you not like this school !
—Submitted by a parent


Posted September 21, 2009

When I first started teaching at WPHS, I was scared! The students seemed rowdy and the teachers seemed unwelcoming. Here I am 5 years later and still there. I love this school. The majority of the teachers at Washington Preparatory are there because of their love for the students, and many will go above and beyond for them. The students are many times misunderstood but when given a chance and a little push in the right direction they often flourish right before ones eyes. This the most amazing thing to witness and often reinforces the reason why one becomes a teacher. Love the Prep. and all that it has to offer.
—Submitted by a teacher


Posted April 20, 2009

I used to attend this high school back in 9th and 10th grade, this is a really horrible school. the parents and teachers dont know what the students have to go through everyday day..the adults dont know anything..
—Submitted by a student


Posted February 27, 2008

My son now attends Washington Prep., And I could'nt be happier. People should'nt judge things they don't know about. I love the way all the students who play sports support each othe, the students at Washington (who particpate) in the schools activities are truley family! I'm proud to say my children attend Washington Prep! the magnet schools is the greatest. Go prep!! and as I stated before if the student wants to learn he will, parents and schools have got to work together!
—Submitted by a parent


Posted September 1, 2007

My daughter attended here as a Freshman. The school magnet programs seems to be a good one. She earned excellent grades, 4.0 GPA. Her teachers, whom I met and spoke to seem to be very much interested in helping her and all there students to achieve beyond there dreams. The school has good potential and with the new principal I think we can expect a lot of great changes here at Washington.
—Submitted by a parent


Posted July 9, 2007

I attended Washington High School and I do believe that the staff contributed greatly to make me who I am today. Although the people in the school may not all be perfect, but there are great staff like Ms. Pointdexter Lamont who pushed the students to push past their current circumstances and helped us realize that staff, your parents, mentors, ect. can only do so much encouraging, but we have to do the work. Today, I am parent to 18 girls in a group home as school liaison advocating for foster girls that are in LAUSD schools and who have similar challenges as Washington has. I feel it is a priveledge to encourage these girls to look beyond statistics and seek to change these statistics. I'm sure the school as a whole can use improvement, but I am so proud to be apart of the legacy of Washington High School.
—Submitted by a former student


Posted June 11, 2007

I have 3 children that have graduated from Washington. I have had a few disappoints as far as leadership and contacting the chain of command for different issues in the past. I can say that I have noticed an improvement since the latest principal's arrival, however I don't believe I will be allowing my other 2 children to attend.
—Submitted by a parent


Posted February 5, 2007

As a new teacher, I learned how to become a strong, effective teacher at WPHS. The students are amazingly unique and talented; I miss them greatly.
—Submitted by Kyle Laughlin, a teacher


Posted September 23, 2006

As a senior at George Washington Prep, I've seen the transition from tracks, to tradition, now to block scheduling. A few things have changed for the better. I have books for everyone of my classes and I'm finally being challenged. But my biggest concern now is what will happen to those of us who have to apply in the fall without all of our classes. Meaning, we have four classes each semester, I, for example am taking AP Literature, advanced Calculus, Music Tech, and Advanced. Band. What will happen when I apply and Government isn't on my transcript. The new schedule is helpful for those who need to make up classes but what about those who needed to have just the six classes all year long.
—Submitted by College Bound, a student


Posted September 12, 2006

This school is horrible, meaning disorganized, no discipline, lack in teacher - student relationship, and many other things. Most of the kids here are here because they were forced to go to school by their parents. To send your child here is a mistake and a last resort your child would not succeed in such a horrible habitat.
—Submitted by a student


Posted August 16, 2006

Washington school improved alot when our new principal Dr.Greer came. We are really excited about Dr.Greer. She has become like a mother to Washington Prep. H.S.
—Submitted by Sha'Ron, a student


Posted August 16, 2006

I think that Washington is a pretty good school,But they need teacher aids. And you should be allowed to play sports and be in other after school classes like a sports ect. I feel that the school has helped my child to be more of a speaker and is not as shy anymore. In the music department I think that they should add violins and string instruments to their department because I think that the students will really improve their music skills.
—Submitted by a parent


Posted August 1, 2006

I am a student at Washington Prep, I feel that my school has helped me excel in all the subjects that I used to lack in. Washington prep may have its faults with some teachers but the percentile is very small. I feel safe when i walk on and off the campus, but what goes on outside the campus and away from the campus area has nothing to do with the school, it has to do with some of the juviniles that go to the school. I will admit that i do not make all a's and b's but i do feel that washington can and will be a very good school for those struggiling in areas that can easily be patched up. Extra curricular activites are also great, even though we may not when alot of games but it keeps the athletes out of gangs and trouble.
—Submitted by CHANTAL MASON, a student


Posted December 12, 2005

A good arts school, academic programs are fair, parent involvment is little. Only downside is it's in a bad neighborhood...
—Submitted by a former student


Posted November 3, 2005

Goos stuff, I thought the atmospehre was great
—Submitted by a former student


Posted September 14, 2005

I was so disappointed with washington preparatory. In 2004 we were given a very short notice that that my son's track was being changed.No one would help. That was the last straw. I removed him and enrolled him in a homeschool. I really don't believe lausd cares.
—Submitted by JoAnn Davis, a parent


Posted August 30, 2005

I don't feel that my son is very safe in the school and the teachers have too many students to give special attention to extra needs for students. Now that the school is no longer year round, there is going to be to many students for the teachers to do an appropiate job of teaching.
—Submitted by a parent


Posted March 31, 2005

Washington prep is a misunderstood educational anomoly. The instructional condition of this school is the result of a long term and calculated assualt on what was previously highly successful inner -city school under the leadership of Dr. George Mc Kenna. The success that the Prep enjoyed contradicted the conventional wisdom of most 'Inner City Educational Pundits' and threatened to create a new instructional model for educational reform in the inner city. To coin a phrase, Don't believe the hype! Much good instruction is occurring at Washington Prep. Unfortunately, the news media, the LAUSD and other political entities have worked hard to keep any good news about the school out of the press and out of the public's eyes.. To be sure, it is sad to see a school with such potential 'trashed' by Economic and Political interests.
—Submitted by Steven Johnson, a teacher


Posted March 31, 2005

Washington Prep Hs. is a crazy place where students and teachers are unsafe to learn and teach.
—Submitted by a parent


Posted August 23, 2004

Washignton Prep is as horrible school that should be completely restructured. It is an unsafe and unhealthy place to learn. It is doing it's students a complete disservice.
—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

578

Change from
2011 to 2012

+27

API Statewide Rank
(2011)

1 / 10

API Similar Schools Rank (2011)

2 / 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 did not meet all student subgroup API targets for 2012

This school's
API score

578

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

+27

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)

2 / 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.
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Math

The state average for Math was 52% 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

Algebra I

The state average for Algebra I was 49% 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 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 66% 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

Algebra I

The state average for Algebra I was 25% in 2012.

291 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
12%

2010

 
 
1%

2009

 
 
1%
Algebra II

The state average for Algebra II was 69% in 2012.

15 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

255 students were tested at this school in 2012.

2012

 
 
13%

2011

 
 
13%

2010

 
 
16%

2009

 
 
9%
Earth Science

The state average for Earth Science was 39% in 2012.

88 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
12%

2010

 
 
0%

2009

 
 
0%
English Language Arts

The state average for English Language Arts was 57% in 2012.

484 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
22%

2010

 
 
19%

2009

 
 
15%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Geometry

The state average for Geometry was 48% in 2012.

166 students were tested at this school in 2012.

2012

 
 
6%

2011

 
 
8%

2010

 
 
4%

2009

 
 
0%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
4%

2009

 
 
1%
World History

The state average for World History was 50% in 2012.

145 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
3%

2010

 
 
3%

2009

 
 
0%
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 13% in 2012.

15 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
2%

2009

 
 
0%
Algebra II

The state average for Algebra II was 42% in 2012.

119 students were tested at this school in 2012.

2012

 
 
4%

2011

 
 
1%

2010

 
 
0%

2009

 
 
2%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

160 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
13%

2010

 
 
8%

2009

 
 
5%
Chemistry

The state average for Chemistry was 51% in 2012.

174 students were tested at this school in 2012.

2012

 
 
10%

2011

 
 
4%

2010

 
 
10%

2009

 
 
4%
Earth Science

The state average for Earth Science was 35% 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 50% in 2012.

345 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
22%

2010

 
 
16%

2009

 
 
16%
Geometry

The state average for Geometry was 17% in 2012.

197 students were tested at this school in 2012.

2012

 
 
2%

2011

 
 
0%

2010

 
 
0%

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

23 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
9%

2010

 
 
3%

2009

 
 
1%
Science

The state average for Science was 53% in 2012.

334 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
15%

2010

 
 
14%

2009

 
 
11%
World History

The state average for World History was 46% in 2012.

243 students were tested at this school in 2012.

2012

 
 
19%

2011

 
 
12%

2010

 
 
6%

2009

 
 
4%
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 10% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Algebra II

The state average for Algebra II was 15% in 2012.

158 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%

2009

 
 
0%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

2012

 
 
n/a

2011

 
 
0%

2010

 
 
10%

2009

 
 
2%
Chemistry

The state average for Chemistry was 34% in 2012.

177 students were tested at this school in 2012.

2012

 
 
12%

2011

 
 
4%

2010

 
 
3%

2009

 
 
2%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
7%
English Language Arts

The state average for English Language Arts was 48% in 2012.

245 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
15%

2010

 
 
18%

2009

 
 
13%
Geometry

The state average for Geometry was 9% in 2012.

15 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
0%

2010

 
 
0%

2009

 
 
0%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.

81 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
1%

2010

 
 
3%

2009

 
 
2%
Physics

The state average for Physics was 56% in 2012.

34 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
27%

2010

 
 
30%

2009

 
 
6%
U.S. History

The state average for U.S. History was 48% in 2012.

248 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
11%

2010

 
 
10%

2009

 
 
6%
World History

The state average for World History was 18% in 2012.

17 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
n/a

2010

 
 
0%

2009

 
 
5%
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

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 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
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

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

About the tests


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

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
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

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

History - Social Science Grade 8 Cumulative

All 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
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

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

About the tests


In 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 Students8%
Females9%
Males6%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged8%
Non-economically disadvantagedn/a
Students with disability3%
Students with no reported disability8%
English learner6%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)4%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

Algebra II

All Students7%
Females9%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only7%
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

Biology/Life Sciences

All Students13%
Females11%
Males14%
African American10%
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged13%
Non-economically disadvantaged15%
Students with disability0%
Students with no reported disability15%
English learner3%
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talented60%
Parent education - not a high school graduate11%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)18%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state12%

Earth Science

All Students5%
Females0%
Males9%
African American2%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
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 state6%

English Language Arts

All Students17%
Females18%
Males16%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged17%
Non-economically disadvantaged11%
Students with disability2%
Students with no reported disability19%
English learner4%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented72%
Parent education - not a high school graduate16%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)16%
Parent education - college graduate29%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students6%
Females3%
Males9%
African American3%
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability7%
English learner0%
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate3%
Parent education - high school graduate7%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Integrated/Coordinated Science 1

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

World History

All Students4%
Females3%
Males5%
African American8%
Asiann/a
Filipinon/a
Hispanic or Latino1%
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability6%
English learner0%
Fluent-English proficient and English only6%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%
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 Students0%
Females0%
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 disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
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

Algebra II

All Students4%
Females2%
Males7%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learner0%
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Biology/Life Sciences

All Students16%
Females20%
Males11%
African American11%
Asiann/a
Filipinon/a
Hispanic or Latino21%
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 disability4%
Students with no reported disability18%
English learner6%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate5%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state18%

Chemistry

All Students10%
Females8%
Males13%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged11%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability11%
English learner5%
Fluent-English proficient and English only11%
Migrant educationn/a
Gifted and talented44%
Parent education - not a high school graduate24%
Parent education - high school graduate21%
Parent education - some college (includes AA degree)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state6%

Earth 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
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

English Language Arts

All Students22%
Females27%
Males17%
African American20%
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 disadvantaged22%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability24%
English learner0%
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate17%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%

Geometry

All Students2%
Females0%
Males3%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged2%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability2%
English learner0%
Fluent-English proficient and English only2%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state2%

High School (Summative) Mathematics (Grade 9-11)

All Students5%
Femalesn/a
Males6%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino9%
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
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 state0%

Science

All Students15%
Females15%
Males14%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino18%
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 learner6%
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented65%
Parent education - not a high school graduate19%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)21%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

World History

All Students19%
Females20%
Males18%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged19%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability22%
English learner6%
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate17%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)20%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%
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 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

Algebra II

All Students0%
Females0%
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability0%
English learner0%
Fluent-English proficient and English only0%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate0%
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

Biology/Life Sciences

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

Chemistry

All Students12%
Females8%
Males15%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged12%
Non-economically disadvantagedn/a
Students with disability0%
Students with no reported disability14%
English learner4%
Fluent-English proficient and English only13%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)16%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state7%

Earth 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

English Language Arts

All Students24%
Females25%
Males24%
African American22%
Asiann/a
Filipinon/a
Hispanic or Latino28%
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 disability0%
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only29%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate34%
Parent education - high school graduate22%
Parent education - some college (includes AA degree)16%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state26%

Geometry

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged0%
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

High School (Summative) Mathematics (Grade 9-11)

All Students5%
Females2%
Males9%
African American3%
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talented23%
Parent education - not a high school graduate5%
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 state8%

Physics

All Students15%
Females10%
Males23%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only13%
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 state12%

U.S. History

All Students17%
Females15%
Males21%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino20%
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 disability3%
Students with no reported disability20%
English learner3%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduate27%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)15%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

World History

All Students7%
Femalesn/a
Males11%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only13%
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 - declined to state0%
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

The state average for English Language Arts was 83% in 2012.

356 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
56%

2010

 
 
52%

2009

 
 
54%
Math

The state average for Math was 84% in 2012.

345 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
53%

2010

 
 
50%

2009

 
 
47%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students58%
Females64%
Males52%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged59%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability11%
Tested with modificationsn/a
English learner26%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students54%
Females58%
Males51%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to staten/a
Economically disadvantaged55%
Non-economically disadvantagedn/a
Economic Status Unknownn/a
Students with disability19%
Tested with modificationsn/a
English learner32%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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 52% 7%
Hispanic or Latino 46% 49%
Multiple or No Response 1% 3%
American Indian or Alaska Native 0% 1%
Asian 0% 8%
Filipino 0% 3%
Pacific Islander 0% 1%
White 0% 28%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 118%N/A24%
Students eligible for free or reduced-price lunch program 286%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 99% 85%
All other non-English languages 1% 1%
Dutch 0% 0%
French 0% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 9N/A11
Average years teaching 10N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 92%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

10860 South Denker Avenue
Los Angeles, CA 90047
Website: Click here
Phone: (323) 418-4000

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