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Teacher quality
Principal leadership
Parent involvement
It is my opinion that North Hollywood High School is an exemplary school that truly prepares its students for college and further education. I am currently a sophomore in the HGM (Highly Gifted Magnet) program, and it is amazing. The teachers inspire me and encourage me to learn. When I first enrolled, I did not think I would like the school. That all changed after the first day of school. While the school is indeed in a bad position financially, all LAUSD schools are the same. Many of the students simply do not care about their grades, though they plan to go to college. Everyday, the principal or some students go on the announcements and stress how important "doing your best" is. They also give a CST vocabulary word and its definition. A majority of the teachers truly care for the students and enjoy spreading their knowledge. The school offers many AP courses and there are opportunities to join many clubs/extracurricular activities. All the administrators are extremely nice, and the safety of the school has improved tenfold since the beginning of my time there. The faculty and staff is making the most of a limited budget, and they are doing a wonderful job of it.
—Submitted by a student
Let's talk about the white elephant in the room! There needs to be more Community Support, Parent Involvement - this is not a day care center to baby sit your kid for the day. Education starts at home folks- Many of these students have no self respect, NO respect for their school or each other! This type of education is learned at home! There are not enough parents that care enough to even have a PTA?? How can this be, that you either don't care about your child's education or don't have time? MAKE THE TIME! This school needs to do well, better than well- for the up coming CST Testing in May. Do your part as parents, make sure they eat a good breakfast, get them to bed early for a good nights sleep, if it does not pass this year, your going to see a BIG CHANGE that MOST of you will no like. You will be the first, to ask the Administration how did this happen? It happened,(if it does) because you let it happen. You have a great staff at this school, yes there are a few that we would be better off without, speaking of Spanish, there are other foreign language that will set your child apart, stop with the easy "A" - try something new like American Sign Language
—Submitted by a parent
My child attends this school. N.Hollywood High is badly in need of repair / retrofit / funding of any kind.
—Submitted by a parent
My daughter is entering her Jr year & overall we're pleased with the school. Like most schools in LAUSD it's overpopulated & the class size for the regular high school program is too big. The teachers are as involved as the parents meaning that if you're a parent that isn't involved the teachers are less likely to reach out. The teachers don't challenge the students as much as they should which isn't truly preparing them for college but my assumption is that with so many kids in a class on various levels it must be hard to do so. The EMA program needs to be structured more towards specific disciplines & more classes in the arts instead of 1 class per year, also foreign language should be offered as early as freshmen year for reg. students and not just HGM as well more options than Spanish.
—Submitted by a parent
well some of the staff members have no respect for students or parents, i have to say some of the teachers are excellent and the safety is poor
—Submitted by a parent
it needs to expect more out of students, and the schools that feed into it need to stress reading and respect. It is a good school, it could and should be great
—Submitted by a parent
Our school helps every student and the teachers always make time for every student and are dedicated to them.
—Submitted by a student
Mr hatem is a good teacher the school is a good school but to many cliques
—Submitted by a parent
I'm currently a senior at NHHS and I must say this school is great. The teachers understand you and because of it's small learning communities you are closer to everyone. It also has a good enviroment and it may not be the cleanest but its a very good school.
—Submitted by a student
I am a junior currently enrolled in nhhs. I am a part of the highly gifted magnet (hgm) and in the hgm, I can honestly say I receive all the attention and help I need. Not only are the classes small but they are also hard classes to prepare you for college. On the other hand, I have been placed in some residential classes in order to fulfill my graduation requirements. In the residential classes, I feel as if the students are not given the attention they need and it is obvious that most of the students don't care about their grades and high school career. They claim they want to go to college but don't show it in their actions. Also, the teachers are so focused on getting students to pay attention that they don't realize that the material they are teaching is not up to par.
—Submitted by a student
North Hollywood Senior High has it's good qualities and bad qualities i currently attend the school and im a sophmore, my freshman year was great i learned a lot with the help of very determined teachers and this year i have all honors classes, and because of that i would like to thank them because im a student sthlete and they were understanding on the fact that i was gonna miss some class and needed my ssignments handed to me earlier, the bad qualities about n.h. is that most of the student body just doesn't seem to care about the apperance of the school it could be cleaner if people would use the trash cans wich are there for a reason but other than that its a great education program if the students put in the effort teachers give us the opportunity to learn we should take advantage of that.
—Submitted by a student
I went to this graduated from this school two years ago. All throughout my four year course there all of my teachers were incredibly great. My senior year was my most enjoyed and if it wasn't for my teachers ther I wouldn't be who I am and where I am today
—Submitted by a student
I am so disappointed. Too many students, too many behavior problems in the classrooms. The campus is old and dirty. Where is the basic maintenance this school desperately needs? Sure, the gifted magnet gets attention as they compete in academic decathlons and win awards--but what about the other 2000 students in the school? Where is their quality education--where are their quality teachers?
—Submitted by a parent
This school was horrendous. The teachers did not stick to their academic programs because they were too busy trying to get all the 'problem students' and trust me, there was quite alot, in line.
—Submitted by a former student
Talking of North Hollywood High School, one needs to take in count that this school has over 4,300 students. Therefore, problems often seem bigger them they really are not. (safety, discipline, attendance, etc.) I carefuly did my reserch before I registered my child in this school. In fact, I moved from another district for this school and I haven't been dissapointed yet in neither the quality of academic programs nor the level of parental involvement.
—Submitted by a parent
If you are not hispanic speaking, it is very difficult to become involved at this school for a parent. My husband and I, both English speaking Americans, attended a parent night. We were the only English speaking Americans. Almost the entire program was in Spanish. In regard to academics, I grade this school with a c-. Very disappointing!
—Submitted by a parent
Amazing school. Would definately recommend the magnets.
—Submitted by a 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.
433 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
159 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
725 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
937 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.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
316 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.
136 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 13% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
295 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
495 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
673 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
238 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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
669 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
631 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.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
204 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
199 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
277 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
580 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
59 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.
282 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
576 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 | 16% |
| Females | 18% |
| Males | 14% |
| African American | 21% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 12% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 31% |
| Economically disadvantaged | 14% |
| Non-economically disadvantaged | 30% |
| Students with disability | 5% |
| Students with no reported disability | 18% |
| English learner | 3% |
| Fluent-English proficient and English only | 21% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 15% |
| Parent education - some college (includes AA degree) | 20% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 16% |
| All Students | 54% |
| Females | 49% |
| Males | 59% |
| African American | n/a |
| Asian | 78% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | 38% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 38% |
| All Students | 39% |
| Females | 40% |
| Males | 38% |
| African American | 50% |
| Asian | 69% |
| Filipino | 67% |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 66% |
| Students with disability | 8% |
| Students with no reported disability | 43% |
| English learner | 5% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 84% |
| Parent education - not a high school graduate | 26% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | 38% |
| All Students | 97% |
| Females | 97% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| 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) | 94% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 98% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| 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 | 97% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 96% |
| All Students | 54% |
| Females | 56% |
| Males | 51% |
| African American | 60% |
| Asian | 88% |
| Filipino | 85% |
| Hispanic or Latino | 44% |
| 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) | 81% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 80% |
| Students with disability | 11% |
| Students with no reported disability | 58% |
| English learner | 6% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 49% |
| 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 |
| 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 | 28% |
| Females | 26% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 35% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | 4% |
| Fluent-English proficient and English only | 30% |
| Migrant education | n/a |
| Gifted and talented | 52% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 22% |
| 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 | 71% |
| Females | 63% |
| Males | 79% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | 65% |
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 | 14% |
| Females | 15% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 16% |
| English learner | 15% |
| Fluent-English proficient and English only | 14% |
| 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 | 25% |
| All Students | 32% |
| Females | 29% |
| Males | 36% |
| African American | n/a |
| Asian | 64% |
| Filipino | 27% |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 0% |
| Fluent-English proficient and English only | 33% |
| Migrant education | n/a |
| Gifted and talented | 50% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 35% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | 50% |
| Parent education - declined to state | 33% |
| All Students | 34% |
| Females | 33% |
| Males | 34% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 33% |
| 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 | 29% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 36% |
| English learner | 5% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 25% |
| 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 | 32% |
| All Students | 29% |
| Females | 27% |
| Males | 31% |
| African American | 22% |
| Asian | 75% |
| Filipino | 58% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 23% |
| Non-economically disadvantaged | 50% |
| Students with disability | 0% |
| Students with no reported disability | 31% |
| English learner | 0% |
| Fluent-English proficient and English only | 32% |
| Migrant education | n/a |
| Gifted and talented | 62% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 26% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 24% |
| 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 |
| 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 | 58% |
| Females | 60% |
| Males | 57% |
| African American | 40% |
| Asian | 94% |
| Filipino | 86% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 78% |
| Students with disability | 2% |
| Students with no reported disability | 64% |
| English learner | 2% |
| Fluent-English proficient and English only | 67% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 49% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 56% |
| All Students | 9% |
| Females | 7% |
| Males | 11% |
| African American | 7% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 7% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 8% |
| Students with disability | 0% |
| Students with no reported disability | 11% |
| English learner | 5% |
| Fluent-English proficient and English only | 11% |
| Migrant education | n/a |
| Gifted and talented | 30% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 10% |
| Parent education - some college (includes AA degree) | 12% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 10% |
| All Students | 81% |
| Females | 66% |
| Males | 92% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 81% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 83% |
| 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 | 82% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 78% |
| All Students | 52% |
| Females | 50% |
| Males | 55% |
| African American | 34% |
| Asian | 90% |
| Filipino | 79% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 74% |
| Students with disability | 5% |
| Students with no reported disability | 57% |
| English learner | 3% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 45% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 53% |
| All Students | 44% |
| Females | 35% |
| Males | 54% |
| African American | 34% |
| Asian | 85% |
| Filipino | 64% |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 65% |
| Students with disability | 4% |
| Students with no reported disability | 48% |
| English learner | 5% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 43% |
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 | 0% |
| 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 | 0% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 0% |
| 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 | 0% |
| All Students | 3% |
| Females | 4% |
| Males | 4% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 1% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 8% |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 10% |
| Students with disability | 0% |
| Students with no reported disability | 4% |
| English learner | 3% |
| Fluent-English proficient and English only | 4% |
| Migrant education | n/a |
| Gifted and talented | 13% |
| Parent education - not a high school graduate | 0% |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 6% |
| All Students | 72% |
| Females | 66% |
| Males | 78% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
| All Students | 24% |
| Females | 22% |
| Males | 26% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 54% |
| Students with disability | 9% |
| Students with no reported disability | 26% |
| English learner | 0% |
| Fluent-English proficient and English only | 28% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 5% |
| Parent education - high school graduate | 8% |
| Parent education - some college (includes AA degree) | 6% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 18% |
| All Students | 79% |
| Females | 73% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 78% |
| 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 | 58% |
| Females | 62% |
| Males | 55% |
| African American | 55% |
| Asian | 93% |
| Filipino | 83% |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 74% |
| Students with disability | 20% |
| Students with no reported disability | 62% |
| English learner | 2% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | 55% |
| All Students | 4% |
| Females | 4% |
| Males | 3% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 2% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 2% |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 2% |
| English learner | 0% |
| Fluent-English proficient and English only | 5% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 6% |
| 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 | 4% |
| All Students | 40% |
| Females | 34% |
| Males | 44% |
| African American | 27% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 18% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | 60% |
| Parent education - not a high school graduate | 16% |
| Parent education - high school graduate | 19% |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 36% |
| All Students | 50% |
| Females | 29% |
| Males | 75% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | 65% |
| 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 | 54% |
| All Students | 54% |
| Females | 51% |
| Males | 57% |
| African American | 48% |
| Asian | 88% |
| Filipino | 75% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 70% |
| Students with disability | 23% |
| Students with no reported disability | 56% |
| English learner | 3% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 40% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 50% |
| 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.
687 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
683 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 | 82% |
| Females | 85% |
| Males | 78% |
| African American | 80% |
| Asian | 98% |
| Filipino | 100% |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | 90% |
| Students with disability | 26% |
| Tested with modifications | n/a |
| English learner | 26% |
| Language Fluency Unknown | n/a |
| Migrant education | n/a |
| All Students | 87% |
| Females | 89% |
| Males | 85% |
| African American | 87% |
| Asian | 98% |
| Filipino | 100% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Declined to state | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 93% |
| Students with disability | 18% |
| Tested with modifications | n/a |
| English learner | 45% |
| 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
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 70% | 49% | ||
| White | 16% | 28% | ||
| Asian | 6% | 8% | ||
| African American | 5% | 7% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 16% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 71% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 91% | 85% | ||
| Armenian | 5% | 1% | ||
| Hebrew | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| Filipino (Pilipino or Tagalog) | 0% | 1% | ||
| French | 0% | 0% | ||
| German | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Lao | 0% | 0% | ||
| Portuguese | 0% | 0% | ||
| Taiwanese | 0% | 0% | ||
| Urdu | 0% | 0% | ||
| Vietnamese | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 95% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| Fax number |
|
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5231 Colfax Avenue
North Hollywood,
CA 91601
Website: Click here
Phone: (818) 753-6200
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