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GreatSchools Rating

Westchester Senior High School

Public | 9-12 | 1447 students

Our school is best known for our three science-themed magnet programs.
 
 

 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 14 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

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56 reviews of this school


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Posted November 22, 2013

As a local community member living in a caucasian neighborhood, Westchester, I hope more local kids will attend to increase the school population to become more diverse. Too often, the neighborhood parents think they have to send their children to other schools b/c the school is not diverse enough. Great new principal. My only suggestion is that perhaps they might introduce one more program. A gifted or highly gifted program where these kids just take classes together as one group (no mixing with the other non-gifted programs). When parents see a program where these gifted kids can work at a higher pace and caliber, the school will become a more desirable place to go to. They can start with just one class. The new principal recruited new teachers from stellar schools who are so impressive that I doubt even the private schools have such teachers. Why? Public schools pay twice as much to their teachers than private schools do. Surprised?? Please remember most private schools are for profit. If u were a credentialed high caliber teacher, where would you teach? Public school! They also have better benefits. Private schools do NOT require their teachers be credentialed.
—Submitted by a parent


Posted October 7, 2013

The administrative staff LIVES UP TO the poor reviews that have previously been posted. During enrollment, the office Admin Assist. gave my son's original birth certificate to someone and told him that she couldn't remember WHO she had given it to! I've called, needless to say, it's still missing! No one, not even the principle has bothered to return any of my many calls regarding the matter. I've written a letter to him directly and still, NOTHING! Enrollment was a problem from the start! I accepted my son's placement at the school before summer break, prior to him starting 9th grade. The day all new 9 the graders were to attend to get class schedules, we were never informed! I just happened to be on the schools website looking for information & discovered that we needed to be there. When we got there, my son was in the system and was issued an ID number & was able to get a school ID, but there wasn't a class schedule for him. After running around from one office to another, I was flatly told that his spot was given away without ANY explanation! We had to show up at 6:30 am for a lottery process for a chance to re-enroll!!! This will be my son's ONLY year there. Staff is a jk!
—Submitted by a parent


Posted August 15, 2013

The administration at this school is unprofessional and lacks the experience to be effective. The attitude here is reflects this. They are know it alls who really don't know how to run a school or deal with a parent.'s concern. They refuse to be supportive of a child who wants a particular class in order to achieve a better educational experience. They provide excuses as to why they will not act according to the child's interest and are only interested in enforcing different rules for different people. My suggestion is to not waste time trying to talk to them, they won't listen. Go immediately over their heads if you are not getting what is best for your child.
—Submitted by a parent


Posted August 12, 2013

The faculty at this school is amazing! They have a high regard for students and plan difficult and exciting lessons for our students.


Posted August 12, 2013

This school has really improved from what it used to be. Their test scores and academic programs have greatly improved, and rival any of the top-performing LA Westside schools. The students have access to real-world resources, and are getting new iPads this year.
—Submitted by a parent


Posted August 4, 2013

Like any other school, Westchester is what you make of it. You can get a good education here and use it as a steppingstone to UC or a great career. You can also goof off here and get little in return for your 4 years. You get out of school what you put into it. The AP classes are good and many schools don't have that many opportunities to earn college credit in high school.
—Submitted by a parent


Posted August 3, 2013

I currently have one child enrolled at Westchester High, and 2 have others who have graduated and are now in college. The teachers at this school are great. They are hard working, generally care about their students, and have strong curriculum to prepare students for life after high school. Many students graduate and move on to college because of the dedication of most of their teachers. The main problem with the school has been historically poor leadership. The school boasts gains, but that is because of committed teachers, not administration. The administration has cared more about its personal ambition than the welfare of kids and the community. It claims to have a vision, but it is poorly planned and articulated because it seems the only vision is they can use the school as a stepping stone for their own personal gains. If you decide to send your children to this school, prepare to embrace the teachers and be very wary of the administration.
—Submitted by a parent


Posted August 2, 2013

WESM has done very well in the upper division classes. A lot of the high level students are getting into uc's and with scholarships. While behavior has been an issue in the past, with the dress code and tardy policy many of these issues are being dealt with successfully.
—Submitted by a teacher


Posted August 1, 2013

This school has improved dramatically since converting to its current configuration as a set of science magnets. The API has increased significantly and is competitive with other West LA public schools. The suspension rate has dropped and student behavior is no longer a major issus because of the school's successful Positive Behavior Support Plan. The school has an extremely high college acceptance rate, with 17 students being accepted into UCLA in the class of 2013.
—Submitted by a teacher


Posted August 1, 2013

My son will be entering Westchester Natural Science Magnet this Fall. I will keep you posted on his experiences at this school. They were very organized at the sign ups. We will see as the year goes by...
—Submitted by a parent


Posted August 1, 2013

As someone who has watched Westchester go through it's magnet conversion these past few years, I agree with many of the recent comments on here from both sides. Coming from where this school was 4 years ago to where it is now is nothing short of extraordinary though. It must be kept in mind that, although expectations and rigor have, and continue to be dramatically increased, the students have remained largely unchanged. It is to their tremendous credit that Westchester has seen some of the most impressive API gains in Los Angeles these past 2 years. Have there been students frustrated with the new academic and disciplinary demands, of course. Have an even smaller number channeled those frustrations in a less than ideal manner, again, of course. The fact that a small population of students, who chose Westchester expecting the school of 5 years ago, would be upset in no way deters from the accomplishments of the rest of the students that have risen to the occasion and excelled. As more students and parents begin to take notice of the trajectory that Westchester is on, the school will undoubtedly reach it's goal of providing the premier science preparatory education for LA students.
—Submitted by a teacher


Posted August 1, 2013

excellent because of the students and their determination and motivation to become life long learners and because of the hardworking and dedicated staff.
—Submitted by a teacher


Posted April 26, 2013

This is is out of control.My daughter is terrified by the continuous fights at the school.Police officers in battle with student.I am so scared as a parent to have my daughter at the school for one more month.My daughter had the wrong classes and I took care of the issue with the counsellor.Now,I am worrying about her safety everyday.I withdrew her from school two days in a row because of the fights and the buildings are locked due to the fire by students on the previous days.It is sad my child can't attend the school without fear of her life.One more month please Lord!I am so scared! Real bad kids attend that school.I am scared!
—Submitted by a parent


Posted February 26, 2013

Parent involvement dwindled to a handful due to lack of organization, communication and the need for control of all entities of the school by the lead administrators. The school lacks a school culture or even school pride. There seems to be a lack of understanding of the importance of involvement of community, parents and stakeholders collaborating TOGETHER. The school is progressing this year in beautification and communicating with parents through technology. The teachers are good and many of them are long-time veteran teachers; some classes lack in providing innovative projects, technology use and appealing to the student s creativity to prepare them for college and/or appeal to the diverse learning styles and real-world implementations into the curriculum. Some students cause problems in the class that inhibit the learning environment. The percentage is small for students that actually live in the neighborhood that attend the school. The basketball program continues to thrive. Parents stay abreast on the happenings of the school, visit the school/classes, attend a meeting, communicate with the teacher and especially talk to your child to better understand the school dealings.
—Submitted by a parent


Posted October 12, 2012

Wow! WESM HEAD ADMINISTRATOR brags about this school and YET FAILS TO RECOGNIZE AND ACKNOWLEDGE its OUTSTANDING STUDENTS. Why? My son, a student with a 4.0GPA E-E and others with a 3.0GPA or better have yet to be given a proper day! This same person looked me in the eye earlier this year and told me there would be a "SCHOOL SPONSORED" award ceremony for ALL GRADE LEVELS... giving recognition and acknowledgement to ALL THE OUTSTANDING STUDENTTS... it has yet to happen... 2 YEARS "NO" SCHOOL SPONSORED AWARD CEREMONY FOR ALL GRADE LEVELS FOR THOSE EARNING THE RIGHT... I support the teachers!!! It is not the school that is making my son and his classroom success and others like him... it is my son and those students like him that are making the school... so, Mr. PRNCIPAL....ACKNOWLEDGE THESE STUDENTS - RECOGNIZE THESE STUDENTS... You post on your website a list of HONOR ROLL TITLES... wow, I have yet to recievea certificate indicating his earning the TOP HONOR ROLL, etc! COLLEGES ALWAYS ASK - WHAT AWARDS HAVE YOU EARNED OR WHAT HONOR ROLLS HAVE YOU BEEN ON? Yes this is what colleges ask... TELL THAT TO MY SON - MEMBER OF "THE NATIONAL SOCIETY OF HIGH SCHOOL SCHOLARS"...
—Submitted by a parent


Posted July 31, 2012

Both my sons have attended this school my oldest graduated this year with honors and had many scholarship offers and is on his way to college as are all of his friends-- the graduations rate of seniors increased dramatically and it was just annouced that ALL kids in AP courses taking the AP exam passed the examine that is 100% pass rate- that does not sound like a bad school to me. If your kids are not afraid of hard work and want to be apart of a good community this is a good school .
—Submitted by a parent


Posted July 24, 2012

As a former student of WHS, I would recommend parents do not send your children to this school and if they are enrolled, transfer them to another school! There has been so much inconsistency in the past four years which ranges from; a different bell schedule every year, a different principal each year, a change in staff and administration each year, etc. We as students were not really given a chance to create a relationship with our staff and administration since our favorite teachers were displaced and new, insensitive teachers were put in their place. These changes have made WHS/WESM a harsh learning environment. Although my experience here wasn't excellent, there were many great teachers in the 2011-2012 school year that showed passion in what they taught and opened up to the students, they made us feel welcome and wanted. Our college counselor listened to our problems and did the best she could at being a voice for the students and expressing to administration how we felt. Administration failed to listen no matter how we approached them and no matter what the problem was, it was less than likely to be resolved in a timely manner. Administration always seemed angry at students..
—Submitted by a student


Posted April 11, 2012

Dear Westchester High community, I am anxious to know how things are going since the magnet school was started. How will this change the overall ratings of the school? How about the ethnic mix; will this also change? As a parent in the area, we would like to send our children to school there, but will need to see dramatic improvement in the next few years to be more comfortable with that decision. Are more kids from Westchester and Playa del Rey choosing to attend, now that the magnet program is in place? Please comment when you can. Thanks very much! Tony Marsh Playa del Rey, CA


Posted November 2, 2011

As a former student I am deeply disappointed with the overall high school experience that I received at WHS. Many students had no desire to learn and only served as a distraction to others in the classroom. I was exposed to so many horrific events during the 4 years spent at WHS, by the time I had graduated I m sure I had seen or heard every last violent, offensive, demeaning or cruel action. There is very little parent participation and absolutely no community pride at WHS. The one redeeming quality of the school is that many of the teachers do their best and strive to teach the subject matter in a creative way. Despite this most students have no aspiration to learn and study, hence the low API score.


Posted July 19, 2011

My daughter and I are both pleased with our decision to transfer to Westchester High. She enjoys going to school and the students, teachers & staff have been wonderful! She wants to major in Kinesiology / Physical Therapy, so now with the Magnet program in place for the entire school and her being able to get into the school of Health & Sports Medicine...We couldn't be more excited!!!
—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 2013.

This school's
API score

704

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

9 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • 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 2013

This school's
API score

704

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
2012 to 2013

+2

Change from 2012 to 2013
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
(2012)

3 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

9 / 10

API Similar Schools Rank (2012)
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 25% in 2013.

261 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
7%

2011

 
 
11%

2010

 
 
11%
Algebra II

The state average for Algebra II was 65% in 2013.

141 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
24%

2011

 
 
29%

2010

 
 
20%
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

377 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
32%

2011

 
 
36%

2010

 
 
47%
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

413 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
44%

2011

 
 
38%

2010

 
 
41%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
17%

2010

 
 
13%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
6%

2010

 
 
2%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

102 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
15%

2011

 
 
32%

2010

 
 
44%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

20 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
1%

2011

 
 
7%

2010

 
 
4%
Algebra II

The state average for Algebra II was 39% in 2013.

151 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
5%

2011

 
 
5%

2010

 
 
3%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

50 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
36%

2011

 
 
28%

2010

 
 
16%
Chemistry

The state average for Chemistry was 46% in 2013.

198 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
21%

2011

 
 
6%

2010

 
 
4%
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

248 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
45%

2011

 
 
42%

2010

 
 
31%
Geometry

The state average for Geometry was 15% in 2013.

75 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
32%

2011

 
 
8%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
50%

2010

 
 
42%
Science

The state average for Science was 54% in 2013.

243 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
36%

2011

 
 
35%

2010

 
 
25%
World History

The state average for World History was 46% in 2013.

198 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
27%

2011

 
 
28%

2010

 
 
21%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

2013

 
 
n/a

2012

 
 
0%

2011

 
 
n/a

2010

 
 
0%
Algebra II

The state average for Algebra II was 15% in 2013.

65 students were tested at this school in 2013.

2013

 
 
6%

2012

 
 
3%

2011

 
 
1%

2010

 
 
3%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

27 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
30%

2011

 
 
31%

2010

 
 
18%
Chemistry

The state average for Chemistry was 32% in 2013.

100 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
21%

2011

 
 
10%

2010

 
 
8%
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

188 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
46%

2011

 
 
32%

2010

 
 
31%
Geometry

The state average for Geometry was 8% in 2013.

75 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
16%

2011

 
 
7%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

46 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
35%

2011

 
 
32%

2010

 
 
23%
Physics

The state average for Physics was 58% in 2013.

62 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
22%

2011

 
 
15%

2010

 
 
19%
U.S. History

The state average for U.S. History was 50% in 2013.

194 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
42%

2011

 
 
36%

2010

 
 
27%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
15%

2010

 
 
19%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students14%
Females12%
Males15%
African American11%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantaged12%
Students with disability14%
Students with no reported disability14%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talented29%
Parent education - not a high school graduaten/a
Parent education - high school graduate7%
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 state15%

Algebra II

All Students18%
Females22%
Males14%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged15%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented35%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)8%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

Biology/Life Sciences

All Students27%
Females29%
Males26%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged27%
Non-economically disadvantaged28%
Students with disability3%
Students with no reported disability30%
English learnern/a
Fluent-English proficient and English only28%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduaten/a
Parent education - high school graduate19%
Parent education - some college (includes AA degree)52%
Parent education - college graduate53%
Parent education - graduate school/post graduate45%
Parent education - declined to state24%

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
Native Hawaiiann/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 Students55%
Females58%
Males53%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged53%
Non-economically disadvantaged57%
Students with disability19%
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)68%
Parent education - college graduate57%
Parent education - graduate school/post graduate83%
Parent education - declined to state54%

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
Native Hawaiiann/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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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

Integrated/Coordinated Science 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
Native Hawaiiann/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

Physics

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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

World History

All Students25%
Females8%
Males36%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged27%
Students with disability0%
Students with no reported disability28%
English learnern/a
Fluent-English proficient and English only24%
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 state22%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students0%
Femalesn/a
Males0%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged0%
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 state0%

Algebra II

All Students4%
Females2%
Males5%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged4%
Non-economically disadvantaged3%
Students with disability0%
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talented0%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state3%

Biology/Life Sciences

All Students50%
Females65%
Males42%
African American34%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talented92%
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 state47%

Chemistry

All Students17%
Females11%
Males22%
African American15%
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged14%
Non-economically disadvantaged19%
Students with disability0%
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)23%
Parent education - college graduate27%
Parent education - graduate school/post graduaten/a
Parent education - declined to state17%

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
Native Hawaiiann/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 Students51%
Females54%
Males50%
African American48%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged45%
Non-economically disadvantaged56%
Students with disability9%
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)53%
Parent education - college graduate76%
Parent education - graduate school/post graduaten/a
Parent education - declined to state51%

Geometry

All Students41%
Females32%
Males49%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talented77%
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 state39%

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

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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 Students39%
Females34%
Males42%
African American34%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged28%
Non-economically disadvantaged46%
Students with disability24%
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduaten/a
Parent education - high school graduate18%
Parent education - some college (includes AA degree)41%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

World History

All Students40%
Females31%
Males47%
African American35%
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged33%
Non-economically disadvantaged44%
Students with disability13%
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented75%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)29%
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
Native Hawaiiann/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

Algebra II

All Students6%
Females13%
Males0%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged6%
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability7%
English learnern/a
Fluent-English proficient and English only6%
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 state8%

Biology/Life Sciences

All Students26%
Females33%
Males17%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
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 state28%

Chemistry

All Students19%
Females16%
Males21%
African American9%
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged22%
Non-economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only19%
Migrant educationn/a
Gifted and talented61%
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)25%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

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
Native Hawaiiann/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 Students46%
Females48%
Males44%
African American38%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged47%
Non-economically disadvantaged46%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state42%

Geometry

All Students9%
Females0%
Males19%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino11%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged10%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only9%
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 state8%

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

All Students32%
Females19%
Males44%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talented58%
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 state28%

Physics

All Students30%
Females26%
Males35%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability33%
English learnern/a
Fluent-English proficient and English only31%
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 state30%

U.S. History

All Students44%
Females41%
Males46%
African American37%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged43%
Non-economically disadvantaged44%
Students with disability17%
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented83%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)28%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state43%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/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 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

235 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
79%

2010

 
 
75%
Math

The state average for Math was 84% in 2013.

234 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
76%

2010

 
 
73%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students80%
Females81%
Males79%
Gender Unknownn/a
African American78%
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Declined to staten/a
Economically disadvantaged78%
Non-economically disadvantaged92%
Economic Status Unknown79%
Students with disability30%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students75%
Females79%
Males71%
Gender Unknownn/a
African American70%
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Declined to staten/a
Economically disadvantaged74%
Non-economically disadvantaged72%
Economic Status Unknown77%
Students with disability27%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Black 73% 7%
Hispanic 16% 51%
White 7% 27%
Asian 2% 11%
American Indian/Alaska Native 1% 1%
Two or more races 1% 3%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 52%N/A54%
Source: NCES, 2010-2011

College readiness and student pathways

Students typically attend these schools prior to attending this school Orville Wright Middle School
Palms Middle School
Paul Revere Middle School
Colleges most students attend after graduation UC Berkeley
UCLA
USC
Read more about resources at this school
Source: Manually entered by a school official.

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

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Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Multiple disabilities
Extra learning resources offered
  • Differentiated learning programs

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Science
School facilities
  • Access to farm or natural area
  • Computer lab
  • Garden/Greenhouse
  • Industrial shop
  • Science lab
Vocational or skills-based training offered
  • Auto mechanics
  • Electrical
Clubs
  • Gardening
  • Math club

Arts & music

School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Vocal lessons / coaching
Performing and written arts
  • Dance
  • Drama
Clubs
  • Anime club
  • Art club
  • Dance club
  • Drama club
  • Drill team
  • Drum line
  • Step team
  • Student newspaper
  • Yearbook

Language learning

Foreign languages taught
  • Japanese
  • Spanish

Health & athletics

School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Cooking club
  • Gardening
  • Step team

Gifted & talented

Instructional and/or curriculum models used
  • Advanced placement courses
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Clubs
  • National Honor Society
School leaders can update this information here.
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 662 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
63%
agree
 
District average
72%
agree
 

Parents

This school

 
59%
 

District average

 
70%
 

Students

This school

 
67%
 

District average

 
74%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
59%
agree
 
District average
77%
agree
 

Students

This school

 
51%
 

District average

 
74%
 

Employees

This school

 
67%
 

District average

 
81%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
59%
agree
 
District average
70%
agree
 

Parents

This school

 
70%
 

District average

 
78%
 

Students

This school

 
40%
 

District average

 
58%
 

Employees

This school

 
67%
 

District average

 
74%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
49%
agree
 
District average
68%
agree
 

Parents

This school

 
50%
 

District average

 
66%
 

Employees

This school

 
47%
 

District average

 
71%
 
Teacher support and opportunities for collaborationWhat's this?

This score measures the percent of employees that agree to strongly agree that this school ensures that teachers work well together, learn from one another, have opportunities for professional development and feel supported by the administration. This score is based on the average of the following LAUSD survey Content Areas: Evaluation (Employees), Opportunities for Involvement (Employees), Professional Development (Employees), Resource Allocation (Employees), Teacher Collaboration and Data Use (Employees).

Close
 
This school
48%
agree
 
District average
66%
agree
 

Employees

This school

 
48%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents535%
Students56747%
Employees4238%

12012-13 Los Angeles Unified School District School Experience Survey

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:00 am
School end time
  • 3:00 pm
School Leader's name
  • Robert Canosa-Carr
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (310) 410-1067

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Advanced placement courses
  • Gifted / high performing
  • Project-based
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Science
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Multiple disabilities
Foreign languages taught
  • Japanese
  • Spanish
Vocational or skills-based training offered
  • Athletic Training / Therapy
  • Auto mechanics
  • Business management
  • Construction / building
  • Culinary
  • Electrical

Resources

Extra learning resources offered
  • Acceleration
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Title I Schoolwide program (SWP)
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • School-sponsored trips to college campuses
  • Summer college prep programs
  • Visiting teachers or lecturers from colleges
Transportation options
  • Buses/vans for students only
  • School shares bus/van with other schools
School facilities
  • Access to farm or natural area
  • Access to sports fields
  • Art room
  • Auditorium
  • Cafeteria
  • College/career center
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Industrial shop
  • Internet access
  • Kitchen
  • Learning lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Parent center
  • Performance stage
  • Playground
  • Science lab
Partnerships with local resources and organizations
  • Loyola Marymount University
  • Boeing
  • Gulfstream
  • Team Heal Foundation
  • Friends of Ballona Wetlands
School leaders can update this information here.

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Sports

Boys sports
  • Baseball
  • Basketball
  • Cheerleading
  • Crew / Rowing
  • Cross country
  • Football
  • Golf
  • Lacrosse
  • Soccer
  • Tennis
  • Track
  • Volleyball
Girls sports
  • Basketball
  • Cheerleading
  • Crew / Rowing
  • Cross country
  • Golf
  • Lacrosse
  • Soccer
  • Softball
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Vocal lessons / coaching
Performing arts
  • Dance
  • Drama

Student clubs

Clubs (distinct from courses)
  • Anime club
  • Art club
  • Book/reading club
  • Chess club
  • Community service
  • Cooking club
  • Dance club
  • Drama club
  • Drill team
  • Drum line
  • Fellowship of Christian Athletes (FCA)
  • Future Business Leaders of America (FBLA)
  • Game club
  • Gardening
  • Lesbian, gay, transgender club
  • Math club
  • National Honor Society
  • Step team
  • Student council/government
  • Student newspaper
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

What are your chances?

Students typically come from these schools
Orville Wright Middle School
Palms Middle School
Paul Revere Middle School

Planning ahead

Students typically attend these schools after graduating
UC Berkeley
UCLA
USC
College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
Summer college prep programs
School-sponsored trips to college campuses
Visiting teachers or lecturers from colleges
Notice an inaccuracy? Let us know!

7400 West Manchester Ave.
Los Angeles, CA 90045
Website: Click here
Phone: (310) 338-2400

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