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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
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings
2010:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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The Principal's point of view

Avatar

Robert Canosa-Carr, April 10, 2012

At the start of the 2011-12 school year, Westchester Senior High became the Westchester Enriched Sciences Magnets (WESM). Our school now offers three unique science-themed magnet programs: Aviation & Aerospace, Environmental & Natural Science, and Health & Sports Medicine. While we have maintained our tradition of excellence in athletics and extra-curricular activities, we have embraced a new academic focus, devoting ourselves to the task of preparing every student for prestigious colleges and universities. Please see our website, www.westchestercomets.org, for more information.

44 reviews of this school


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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


Posted December 11, 2010

WHS is not a school, I would send my child to. Each year, more and more dedicated parents pull out their child from WHS to attend a more suitable school. It lacks administration and organization and the drop out rate is very HIGH. People that live in the area & attend, is because they have no other choice. The API score was in the 500s last year and is in the 605 or 615 this year. The courses are not rigorous and many teachers don't care, you can easily receive a 3.5 gpa by just turning in & doing work & NOT LEARNING! Some teachers do try, but they fail and just curve grades instead (AP classes). The only highlight for this school is their Basketball team and I heard they have a baseball coach for a soccer coach! If you really care about your child's education,I would not send them here because the motivation and caring for their education will leave them. Hopefully, soon the school will have no other choice to turn charter and get some actual teachers as well as kick out students that don't belong there. For one thing, I am considering to go to my home school that I belong to and should have attended in the first place instead of choosing WHS.
—Submitted by a student


Posted September 18, 2010

I'm not sure who wrote the review below, however almost everything note is inaccurate. This school's drop-out rate is very high. WSHS's test score in the bottom 20% among schools state wide. Ranging from conduct and to basic safety issues, this school is very poor. Even teeachers refuse to place their own kids in the school. As for local high school age kids attending, this is a blatant inaccuracy. The is less than 10% of local kids who attend. In fact, the students who come from the middle school are predominately not residents either. As a former student, this school has only turned for the worse.
—Submitted by a student


Posted September 17, 2010

My child is a 10th grader at WHS and has received an excellent education. I have never seen such great teachers. The teachers took an active role in helping guide her to great courses the school offers. The school offers a tremendous amount of AP classes, has fabulous sports programs, and great elective choices. Students who graduate from Westchester are getting into some of the most prestigious colleges around the country. Their API scores are on the rise, and with new administration in place I believe they will only continue to rise. There is a perception that no neighborhood children attend this school and it simply isn't true. A huge group of my child's peers from Orville Wright and other schools are attending WHS. They offer great honors programs through either Honors classes in magnet or community school as well as their new SAS (school for advanced studies) program.
—Submitted by a parent


Posted September 29, 2009

I am currently a student in the 9th grade, I dont know why a lot of people say this is a bad school it's been fine for me. Nobody will do anything unless you go asking for trouble. The honors program is really good and the kids are usually well behaved and the teachers are superb. Mr Page is the best teacher of all though if you go to Westchester you must have him!
—Submitted by a student


Posted August 27, 2009

This is a pretty good school the students are fine, but what worries me the most is the administration lacks organization. They do not plan ahead and are very spontaneous but other than that I think that if you pay attention in class any school can give you an education if you try and get you prepared for college.
—Submitted by a student


Posted July 14, 2009

I am a student currently going to my 10th grade year. I really dont know why so many people say this school is bad. Its actually a great school. Most of the students actually pay attention and learn. Most f the teachers actually care. The teacher that cares the most is Mr. Page. He is the teacher that will pudh you to yoiur success in this school. If you go to this school, you must have Mr. Page. He even has been nominated as teacher of the month by CNN.
—Submitted by a student


Posted December 29, 2008

I have seen a drastic change in my granddaugher since starting Westchester High. This is one of the worse high schools in the state. Needless to say this is her first and last year at Westchester. Students are out of control at Westchester
—Submitted by a parent


Posted April 25, 2008

I am a student currently enroled at westchester in the 10th grade. When I came here last year, the school was horrid students where uncaring and out of control, teachers where going mad and looing there resolve to teach and, out of class, students where uncontroled. After a large reform over the summer, the school has improved segnificantly. There are less uncarring students and the classes are less packed. The school seems to be slowly getting better academicaly, but socialy it is generaly the same as when I came here. Overall the general student attatud is still nay for education.
—Submitted by a student


Posted April 14, 2008

My daughter graduated from Westchester High School in 2004. We both feel that she was very well prepared for college. She took mostly Honors and AP classes. And as a matter of fact, she feels that college is easier than high school. She is currently on the Dean's List at her university in NYC.
—Submitted by a parent


Posted February 17, 2008

Westchester might not be the best, but it's good.
—Submitted by a student


Posted June 17, 2007

I'm a former student of Westchester high school since 2004. I am currently enrolled in Independent study which is far more superior then the troublesome natures that Westchester high hold. I believe the school has many extra activities to offer but overall the school will change your child for worse. Thanks for your time and remember, do not go to Westchester high.
—Submitted by a former student


Posted December 26, 2006

I think Westchester High School is a very bad school. This school could use better leadership.
—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

702

Change from
2011 to 2012

+42

API Statewide Rank
(2011)

2 / 10

API Similar Schools Rank (2011)

8 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

702

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

+42

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)

2 / 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)

8 / 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 25% in 2012.

262 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
11%

2010

 
 
11%

2009

 
 
11%
Algebra II

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

91 students were tested at this school in 2012.

2012

 
 
24%

2011

 
 
29%

2010

 
 
20%

2009

 
 
15%
Biology/Life Sciences

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

346 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
36%

2010

 
 
47%

2009

 
 
23%
Earth Science

The state average for Earth Science was 39% 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 57% in 2012.

365 students were tested at this school in 2012.

2012

 
 
44%

2011

 
 
38%

2010

 
 
41%

2009

 
 
37%
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

 
 
7%
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
17%

2010

 
 
13%

2009

 
 
3%
Integrated/Coordinated Science 1

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

2012

 
 
n/a

2011

 
 
6%

2010

 
 
2%

2009

 
 
2%
World History

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

37 students were tested at this school in 2012.

2012

 
 
15%

2011

 
 
32%

2010

 
 
44%

2009

 
 
44%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2012.

76 students were tested at this school in 2012.

2012

 
 
1%

2011

 
 
7%

2010

 
 
4%

2009

 
 
2%
Algebra II

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

163 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
5%

2010

 
 
3%

2009

 
 
2%
Biology/Life Sciences

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

148 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
28%

2010

 
 
16%

2009

 
 
18%
Chemistry

The state average for Chemistry was 51% in 2012.

129 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
6%

2010

 
 
4%

2009

 
 
2%
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.

286 students were tested at this school in 2012.

2012

 
 
45%

2011

 
 
42%

2010

 
 
31%

2009

 
 
29%
Geometry

The state average for Geometry was 17% in 2012.

31 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
8%

2010

 
 
7%

2009

 
 
2%
High School (Summative) Mathematics (Grade 9-11)

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

2012

 
 
n/a

2011

 
 
50%

2010

 
 
42%

2009

 
 
19%
Science

The state average for Science was 53% in 2012.

279 students were tested at this school in 2012.

2012

 
 
36%

2011

 
 
35%

2010

 
 
25%

2009

 
 
28%
World History

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

138 students were tested at this school in 2012.

2012

 
 
27%

2011

 
 
28%

2010

 
 
21%

2009

 
 
20%
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.

14 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
0%

2009

 
 
4%
Algebra II

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

150 students were tested at this school in 2012.

2012

 
 
3%

2011

 
 
1%

2010

 
 
3%

2009

 
 
1%
Biology/Life Sciences

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

34 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
31%

2010

 
 
18%

2009

 
 
7%
Chemistry

The state average for Chemistry was 34% in 2012.

174 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
10%

2010

 
 
8%

2009

 
 
6%
Earth Science

The state average for Earth Science was 38% 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 48% in 2012.

268 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
32%

2010

 
 
31%

2009

 
 
27%
Geometry

The state average for Geometry was 9% in 2012.

38 students were tested at this school in 2012.

2012

 
 
16%

2011

 
 
7%

2010

 
 
8%

2009

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

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

62 students were tested at this school in 2012.

2012

 
 
35%

2011

 
 
32%

2010

 
 
23%

2009

 
 
29%
Physics

The state average for Physics was 56% in 2012.

51 students were tested at this school in 2012.

2012

 
 
22%

2011

 
 
15%

2010

 
 
19%

2009

 
 
10%
U.S. History

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

270 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
36%

2010

 
 
27%

2009

 
 
27%
World History

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

2012

 
 
n/a

2011

 
 
15%

2010

 
 
19%

2009

 
 
11%
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 Students7%
Females10%
Males6%
African American5%
Asiann/a
Filipinon/a
Hispanic or Latino10%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)14%
Economically disadvantaged7%
Non-economically disadvantaged8%
Students with disability0%
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only8%
Migrant educationn/a
Gifted and talented33%
Parent education - not a high school graduate0%
Parent education - high school graduate9%
Parent education - some college (includes AA degree)5%
Parent education - college graduate9%
Parent education - graduate school/post graduaten/a
Parent education - declined to state8%

Algebra II

All Students24%
Females15%
Males31%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino13%
White (not Hispanic)67%
Economically disadvantaged19%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only25%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Biology/Life Sciences

All Students32%
Females30%
Males33%
African American26%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged25%
Non-economically disadvantaged39%
Students with disability3%
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented74%
Parent education - not a high school graduate13%
Parent education - high school graduate14%
Parent education - some college (includes AA degree)29%
Parent education - college graduate37%
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%

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 Students44%
Females44%
Males43%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged38%
Non-economically disadvantaged50%
Students with disability9%
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate0%
Parent education - high school graduate19%
Parent education - some college (includes AA degree)41%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

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 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

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 Students15%
Femalesn/a
Males19%
African American4%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged15%
Non-economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only15%
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 state18%
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 Students1%
Females0%
Males2%
African American2%
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 disadvantaged3%
Students with disabilityn/a
Students with no reported disability1%
English learnern/a
Fluent-English proficient and English only1%
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 state2%

Algebra II

All Students5%
Females4%
Males5%
African American3%
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 disadvantaged5%
Students with disability0%
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talented20%
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)6%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state4%

Biology/Life Sciences

All Students36%
Females38%
Males34%
African American24%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

Chemistry

All Students21%
Females16%
Males25%
African American16%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged22%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented44%
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%

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 Students45%
Females48%
Males42%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged38%
Non-economically disadvantaged50%
Students with disability19%
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduate35%
Parent education - some college (includes AA degree)58%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Geometry

All Students32%
Females36%
Males30%
African American32%
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 disadvantaged25%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only32%
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 state47%

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
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

Science

All Students36%
Females30%
Males41%
African American29%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged34%
Non-economically disadvantaged38%
Students with disability20%
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)38%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to state33%

World History

All Students27%
Females25%
Males28%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged29%
Students with disabilityn/a
Students with no reported disability27%
English learnern/a
Fluent-English proficient and English only27%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
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 state24%
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%
Femalesn/a
Malesn/a
African American0%
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 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 Students3%
Females1%
Males4%
African American1%
Asiann/a
Filipinon/a
Hispanic or Latino13%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantaged4%
Students with disability0%
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate10%
Parent education - some college (includes AA degree)0%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state1%

Biology/Life Sciences

All Students30%
Females33%
Males23%
African American26%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged33%
Non-economically disadvantaged27%
Students with disabilityn/a
Students with no reported disability32%
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 state29%

Chemistry

All Students21%
Females14%
Males29%
African American14%
Asiann/a
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged20%
Non-economically disadvantaged22%
Students with disability0%
Students with no reported disability23%
English learnern/a
Fluent-English proficient and English only21%
Migrant educationn/a
Gifted and talented57%
Parent education - not a high school graduaten/a
Parent education - high school graduate20%
Parent education - some college (includes AA degree)28%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state16%

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 Students46%
Females47%
Males46%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged38%
Non-economically disadvantaged52%
Students with disability7%
Students with no reported disability49%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate50%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)56%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state44%

Geometry

All Students16%
Females9%
Males27%
African American11%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged7%
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
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 state20%

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

All Students35%
Females17%
Males53%
African American21%
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
White (not Hispanic)73%
Economically disadvantaged32%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented55%
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%

Physics

All Students22%
Females12%
Males32%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantaged16%
Non-economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented53%
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 state15%

U.S. History

All Students42%
Females35%
Males50%
African American34%
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged32%
Non-economically disadvantaged47%
Students with disability11%
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate57%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)42%
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

World History

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 - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

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

283 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
79%

2010

 
 
75%

2009

 
 
77%
Math

The state average for Math was 84% in 2012.

286 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
76%

2010

 
 
73%

2009

 
 
72%
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 Students81%
Females87%
Males77%
African American78%
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)82%
Declined to staten/a
Economically disadvantaged80%
Non-economically disadvantaged84%
Economic Status Unknown82%
Students with disability27%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students79%
Females80%
Males79%
African American76%
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)93%
Declined to staten/a
Economically disadvantaged76%
Non-economically disadvantaged84%
Economic Status Unknown85%
Students with disability35%
Tested with modificationsn/a
English learnern/a
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 74% 7%
Hispanic or Latino 15% 49%
White 8% 28%
Asian 2% 8%
Filipino 1% 3%
Multiple or No Response 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 14%N/A24%
Students eligible for free or reduced-price lunch program 245%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 83% 85%
All other non-English languages 11% 1%
Arabic 2% 1%
French 1% 0%
Portuguese 1% 0%
Thai 1% 0%
Source: CA Dept. of Education, 2007-2008

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.

Teacher experience

  This school District averageState average
Average years teaching in district 13N/A11
Average years teaching 13N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 99%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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.

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
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 provided for students by the school / district
  • 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.

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.

Photos

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.

 
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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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