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Teacher quality
Principal leadership
Parent involvement
outstanding music dept..great ap classes.great sports ,very safe neighborhood. great and numerous vice principals, dedicated and vibrant teachers...
—Submitted by a parent
Love the School, love Teachers, Great Principle learship. best public school in Los Angeles county that you can find.
—Submitted by a parent
I have two daughters attending Mira Costa right now. I am so pleased with the quality and well rounded education they are receiving. They are both on accelerated academic tracks, and playing on a Mira Costa sports team. Their classes have been challenging and rigorous. I have been very impressed with the teachers and their willingness to offer extra help when needed. I have been very impressed with the English, Science and Math departments. The Model UN program is fantastic! My daughters' coaches, for the little that they are paid, are producing nationally ranked teams. I am also impressed with the parent and community involvement. Normally at the high school level the parent involvement wanes. Not so at Mira Costa. The parent booster clubs for the sports teams are amazingly strong, but so are the boosters for the arts and academics. Mira Costa PTA and the Manhattan Beach Education Foundation raise an unbelievable amount of money that is funding so many programs that private schools is the area don't even provide. Mira Costa is offering excellence for those who choose to take advantage.
—Submitted by a parent
Mira costa is a wonderful High school my daughter came from a small school. I was very concern how she can handel the change with the help of great teachers and friendly student and support of stuff she has had a great start. In MBH the support of community the best. AP and test score with so many electives will open the door to best collages in USA. We love it.
—Submitted by a parent
Great school that offers a lot. Does everyone get everything ... no. This would be common sense despite some of the very high maintenance self absorbed people who stalk the corridors of many schools. MC greatest strength are its faculty who teach great core academics ( see AP & test scores) plus electives. Their faculty teaches our kids, gets them into so many universities and one could say protect our property values.
—Submitted by a parent
Mira Costa is an amazing public school in part because of the tremendous support it receives from the community.
—Submitted by a parent
Mira Costa has the best teachers, from math and sciences, to the choir department, they excel at what they teach and the students and parents love them.
—Submitted by a parent
My daughter is an incoming freshman. When we were deciding between a small charter school (DaVinci) and Costa, Ms. Ruisinger responded to my questions IMMEDIATELY! I am also a substitute teacher at Mira Costa and have found the students, teachers, and other staff to be wonderful. There will always be kids who feel left out, but as I tell my daughter, you have to initiate a friendship and go beyond yourself if you feel out of place. She has plenty of friends from MBMS, but they have diff't interests and may go their own ways. As for affluence- not everyone in MB are 'rich'. Many of us chose to live here specifically b/c of the great schools. I lived in an 850 sf home just to send my daughter to superb schools. We don't all drive Ferari's. I have a Jeep with 160,000 miles on it. So please don't generalize.
—Submitted by a parent
i want to say that you should not rate a school badly because of your child's 'awkwardness' this is Manhattan Beach, we are who we are spoiled brats(sorry to say) if you want your child to not be influenced and have nice caring friends you should home school her. This school is exceptional in its academics, which is what a school is for, to learn. I love Mira Costa and every staff member. If you want your child to succeed look at the ratings not many students don't succeed. And possibly if you yourself got involved a little more you would see this school/community is very intimate.
My daughter was able to get into this school and knew she was lucky to be there. She is smart and she works very hard in all her classes. Most of her classes are honors classes, a couple are not. She did not know anyone going into M.C. but she went to all the football games and became involved in activities, where she could. She knew she had to work hard academically (sp?) this year to be able to get into M. C. next year. She got in! She also got all her teachers this year to recommend her for the yearbook committee, and she made it! What I am trying to say is that you have to be focused. She has a big social life, too, but she knows what is important.
—Submitted by a parent
Community and parent involvement are critical in the success of any local school and at Mira Costa, those are front and center.
—Submitted by a parent
As an honors student, I was given the attention and opportunity to take classes that I needed, as long as I was willing to seek it out. With the recent administration and staff changes, it's hard to say that they do the best job they could all the time, but comparatively, Costa offers students who are motivated all the resources they need to succeed. If you don't seem like you WANT attention or help.. then teachers aren't going to watch over your shoulder until you care. Duh. Don't blame them for that. I believe that our special needs program is pretty good as well.. if that's a concern. The bottom line is people who want attention can get it easily. People who don't will barely get any.
—Submitted by a student
Especially happy with the assistance given to student with educational needs.
—Submitted by a parent
I was a student at mira costa this last year. I was miserable, to many clicks, the kids made me feel very uncomfortable not to mention unwelcome. If you didn't grow up with all the kids since you were 3 years old you can kiss the 'great high school experience' goodbye. There aren't any pep rallies, or student cheering sections everyone is to busy in their own world to care about anyone else but themselves. On the other hand, the classes and school work are still challenging and you can get a great education. But when in an environment where you feel you just don't want to be there... it is very hard to focus on learning.
—Submitted by a student
freshman tend to det loss in the overall and their LINKS program has not had been effective oversight and supervision?
—Submitted by a parent
My daughter is a freshman girl and it is her first year at Mira Costa. We came from an affluent community to obviously another community with money. She is miserable, the attitude and clicks are just too much for an honest, caring girl, like her. She is popular because she chooses to do the right thing by her friends and peers but she can't help noticing that the quality of friends is just not there. The kids are very experimental and not all that nice to one another. The other issue is that the kids would rather party than get involved in school activities, no pep rallies, no dress up days, just not enough school spirit. The school size makes too many kids get lost. Needless to say, we are looking for a smaller, more intimate community with some heart. very sad because we love the city of Manhattan
—Submitted by a parent
Mira Costa offers various extracurricular activites and has outstanding academics, which is obvious from its standardized test scores. However, many students at this school--and sometimes even some staff members--can be very snobbish, probably due to the fact that the school is in such an affluent area. You can hear students bragging about what their parents do for a living and how high their family incomes are; as a result, students who aren't as affluent as others are looked down upon and made fun of. Mira Costa should really discourage this kind of behavior.
Mrs. Ruisinger is an extremely hard-working principal. She provides the best for her students and consistently goes above the call of duty for her school community.
—Submitted by a parent
This school is all about who has the most money and who is taking AP classes. The teachers are okay...they really do not care about you unless your family is wealthy or you are advanced in school work.
—Submitted by a former student
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.
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 API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 25% in 2012.
263 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
536 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
649 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
224 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 13% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
429 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
551 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
186 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
548 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
562 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Algebra I was 10% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
261 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
121 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
533 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
47 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
288 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
537 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
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
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 73% |
| Females | 77% |
| Males | 69% |
| African American | 71% |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 73% |
| Students with disability | 50% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | 78% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 94% |
| Males | 93% |
| African American | 79% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 95% |
| Students with disability | 67% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 79% |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 76% |
| Males | 77% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 77% |
| Students with disability | 63% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 93% |
| Males | 88% |
| African American | 86% |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Native Hawaiian | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 91% |
| Students with disability | 53% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 48% |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 46% |
| Students with disability | 21% |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 89% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
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
| All Students | 55% |
| Females | 40% |
| Males | 66% |
| African American | 64% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 55% |
| Students with disability | 82% |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 57% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 75% |
| Males | 84% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 81% |
| Males | 83% |
| African American | 83% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 81% |
| Students with disability | 62% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 57% |
| Males | 75% |
| African American | 24% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 87% |
| African American | 71% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | 63% |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 50% |
| Males | 51% |
| African American | 31% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 56% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 48% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 89% |
| Males | 90% |
| African American | 81% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 90% |
| Students with disability | 75% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 76% |
| Males | 85% |
| African American | 63% |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 82% |
| Students with disability | 39% |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
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
| All Students | 46% |
| Females | n/a |
| Males | 43% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 30% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 38% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 30% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 30% |
| English learner | n/a |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 35% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 93% |
| Males | 88% |
| African American | 75% |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 91% |
| Students with disability | 33% |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 38% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 22% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 36% |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 40% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 81% |
| Females | 88% |
| Males | 74% |
| African American | 61% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 81% |
| Students with disability | 46% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 19% |
| Females | 11% |
| Males | 24% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 19% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 30% |
| Parent education - graduate school/post graduate | 14% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 65% |
| Males | 82% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 81% |
| Males | 86% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 79% |
| Parent education - declined to state | n/a |
| All Students | 82% |
| Females | 80% |
| Males | 83% |
| African American | 61% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 82% |
| Students with disability | 37% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
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
The state average for English Language Arts was 83% in 2012.
568 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
561 students were tested at this school in 2012.
2012
2011
2010
2009
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
| All Students | 98% |
| Females | 99% |
| Males | 98% |
| African American | 100% |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 99% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | n/a |
| Students with disability | 79% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 99% |
| Females | 98% |
| Males | 99% |
| African American | 97% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 99% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Declined to state | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | n/a |
| Students with disability | 82% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
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
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 »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 63% | 27% | ||
| Hispanic | 15% | 51% | ||
| Asian | 12% | 11% | ||
| Black | 6% | 7% | ||
| Two or more races | 4% | 3% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 5% | N/A | 54% |
| English language learners 2 | 1% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 41% | 85% | ||
| Arabic | 12% | 1% | ||
| Farsi (Persian) | 12% | 0% | ||
| Italian | 12% | 0% | ||
| All other non-English languages | 6% | 1% | ||
| Japanese | 6% | 0% | ||
| Thai | 6% | 0% | ||
| Vietnamese | 6% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 30 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|
Tips for understanding school culture
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.
701 South Peck Avenue
Manhattan Beach,
CA 90266
Website: Click here
Phone: (310) 318-7337
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