GreatSchools Rating
Take along one of
our checklists:
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Palisades Charter High School on Facebook.
Teacher quality
Principal leadership
Parent involvement
I was considering switching my son from Pali to New West this year. I was thinking a smaller school might be better for him. He has enjoyed the Pali social life a bit too much, and his grades have suffered. However, the principal at New West was the rudest I have ever met. I would NEVER put him in that school now. This experience made me appreciate Pali more, and what it has to offer. I love that Pali has a beautiful campus, many sports teams and a real school spirit. It is a true high school experience. Dr. Magee was beyond kind when I first met with her regarding my son's attendance at Pali. She is warm and welcoming and doing a great job. I am more grateful my son is attending Pali after that experience.
—Submitted by a parent
I have had 2 kids at Pali and currently. There are certainly many positives such as the local and school safety, amazing college ctr., excellent sports program, and involved parents. Teh teacjers ar every hit and miss. The AP and Honors teachers are generally excellent, but the regular classes are sadly inferior. If your child ONLY tales HOnors and Ap, they will be ok and probably achive great things college wise. If they have some regular classes inmath and science in particulr, they will be ill prepared by their teachers and many unmotivated students in those classes. For a public school, it is above average.
—Submitted by a parent
I have two boys one who graduated Pali and the other in college now. Generally the school is excellent in many areas. I agree that the math department is very weak with poor teachers. Both my sons are science oriented so a weak math department makes everything else difficult. They really need to work on getting better or more motivated math teachers,
—Submitted by a parent
Pali has many wonderful teachers and a great student body where tolerance and inclusion thrive, positives that should carry a lot of weight. The biggest weakness at Pali is the math department, their test scores speak volumes and illustrate the severity of the problem. The math program emphasizes group learning which could work in theory but is not properly implemented and supported by the teachers. Every (and I mean EVERY) student that I know has a math tutor because they don't get adequate instruction or support from the teachers. Even with tutors, the students still struggle because the tests can be confusing with two different methods being taught to them. In 11th grade my son scored "advanced" in every area of standardized tests but was barely "basic" in math. One day, Pali will have to address these issues and stop sweeping the parent's concerns under the carpet.
—Submitted by a parent
I am so pleased with this school. It's my son's first year and his teachers are excellent!!! Great opportunities and diversity at this school! I love that I have access to all his assignments and grades through the teacher's web. I even get phone calls letting me know my son has a quiz to study for. The parent liason always keeps you informed of school meetings, events, etc.
—Submitted by a parent
this is a great school and I am hoping my daughter will benefit and go to college with the knowledge she is learning from this school. They have great teachers and a great opportunity to achieve great sucess in her life with the courses she is taking.
—Submitted by a parent
I have 2 daughters who went through the pali system from K-12. The oldest is doing very well at cColorado College. #2 will be attending Vassar in the fall. 'nuf said.
—Submitted by a parent
Palisades a great school. It has an amazing campus, but most importantly a patient staff ready to teach.
—Submitted by a parent
I went to Pali for 4 years, had an amazing time, and went, fully prepared, to Stanford University. I don't think there's much more to say.
—Submitted by a student
My daughter has received a first class education at this school. The student mix is fantastic and the campus is very impressive. I would never think of paying for Buckley, Harvard Westlake or Lycee now.
—Submitted by a parent
Amazing school with dedicated teachers and staff giving our students a great opportunity to succeed.
—Submitted by a parent
Palisades Charter High is one of the BEST public High Schools in California, maybe even in the nation. # 1, it is a beautiful campus - there is green everywhere, Its very open, you can see the mountains, and the ocean. # 2, we have many great faculty, staff, and students. # 3 we have many diligent and very intelligent students creating a great environment. This school is like no other. I am very happy I attend PALI...I love it, its wonderful!
—Submitted by a student
Pali treats students in regular classes like trash. Since when are average students considered deficient? Other students think of them the same way. Math dept. is still appallingly bad; some teachers verbally insult the students, with admin's knowledge. Read all the negative review of math dept on this site, going back years. Socially it stinks. Overcrowded with bused in students.
—Submitted by a parent
I have been reading all the reviews and comments about this school. I know that no school is perfect and there is always room for improvement. The challenges Pali faces can only be solved by parent involvement and positive energy. While the teachers might be protected by the district, we as parents can yield a strong voice if we choose to do so. My suggestion for the parents who are disgruntled with the administration or the teachers or any other facet of the school is to become part of the solution. Get involved with a committee or attend board meetings, make your voice heard and offer solutions to what you consider problematic. I encourage you to do something other than complain.
—Submitted by a parent
it is a pretty good school come from venice high school. The teachers are really helpful. They have [tutoring] for every subject all the time.
—Submitted by a student
I currently attend pali and I am in 9th grade, but my dad has been working at pali since before I was born and from all the time I've spent here I can say that it is a great school and the campus is amazing.
—Submitted by a student
I would rate Palisades Charter High School 5 star in comparison to other Public schools. Pali met or exceeded all of our expectations. The environment is A+ and my daughter took advantage of the AP and honor classes extensively. Like all Public High schools, the classes(Except for AP) were too large, some administrators were better than others. The same could be said for the teachers, although generally I would say we lucked out. The math department defintely needs improvement. On the other hand, Kudos to the Drama Department. the Athletic Department, the Band, ando the Academic Decathlon Team. If you son or daughter is already a good student, then there is no reason not to consider Pali as an alternative to Private School.
—Submitted by a parent
Pali High has been a huge disappointment. While there are plenty of bright, highly motivated kids, the school has been plagued by a long series of weak, undermotivated, and ineffectual administrators saddled with an alarming number of terrible teachers who are fiercely protected by UTLA. It's status as an independent charter school does not seem to benefit the students in any discernable way.
—Submitted by a parent
Pali administrators feel that they have good teachers to prove they don't need any honors courses. Most of the teachers are horrible and should not be there. The math dept is awful and I've addressed some of the issues with the head of the dept, but nothing had changed. Honors courses are far and too few, especially since most of the incoming students are coming from honors and gifted programs that have prepared them for any challenge. If you decide to send your child to this school, stay close to your childs education, become a voice in what needs addressing, join the PTA or just get involved.
—Submitted by a parent
Palisades is an excellent high school. It offers a wide range of choices for students who excell academically and provides support and assistance for those who do not. There have been recent changes that will make the school even better: a strong Executive Director, a new and experienced Principal, and a Director of Instruction to focus on the quality of instruction in the classroom. The athletics program is broad, with many outstanding coaches and the drama program is highly regarded. Now they only need to offer a great instrumental music program (to match the growing choral classes) and make the school more user friendly.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
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 25% in 2012.
244 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
736 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.
196 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
595 students were tested at this school 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.
155 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
488 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
159 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.
672 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
114 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.
144 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
668 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
674 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
355 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
678 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
78 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.
27 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
689 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 | 57% |
| Females | 56% |
| Males | 56% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 55% |
| Students with disability | 25% |
| Students with no reported disability | 58% |
| English learner | 31% |
| Fluent-English proficient and English only | 58% |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 48% |
| All Students | 85% |
| Females | 87% |
| Males | 84% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Gifted and talented | 89% |
| 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 | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 79% |
| All Students | 84% |
| Females | 82% |
| Males | 86% |
| 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) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Gifted and talented | 92% |
| 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 | 94% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | 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 |
| 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 | 77% |
| Females | 81% |
| Males | 73% |
| African American | 54% |
| Asian | 91% |
| Filipino | 82% |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 78% |
| Students with disability | 41% |
| Students with no reported disability | 79% |
| English learner | 22% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | 56% |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 72% |
| All Students | 47% |
| Females | 46% |
| Males | 48% |
| African American | 32% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 48% |
| Students with disability | 16% |
| Students with no reported disability | 53% |
| English learner | 25% |
| Fluent-English proficient and English only | 49% |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 38% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | 59% |
| All Students | 62% |
| Females | 59% |
| Males | 65% |
| African American | 40% |
| Asian | 75% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 52% |
| All Students | 49% |
| Females | 46% |
| Males | 53% |
| African American | 32% |
| Asian | 68% |
| Hispanic or Latino | 31% |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 52% |
| Students with disability | 21% |
| Students with no reported disability | 52% |
| English learner | 6% |
| Fluent-English proficient and English only | 52% |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 23% |
| Parent education - high school graduate | 27% |
| Parent education - some college (includes AA degree) | 39% |
| Parent education - college graduate | 57% |
| Parent education - graduate school/post graduate | 72% |
| 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 |
| 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 |
| 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 | 31% |
| Females | 29% |
| Males | 33% |
| African American | 23% |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 26% |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | 31% |
| Students with disability | 10% |
| Students with no reported disability | 34% |
| English learner | 23% |
| Fluent-English proficient and English only | 32% |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | 32% |
| Parent education - high school graduate | 20% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 26% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
| All Students | 39% |
| Females | 31% |
| Males | 49% |
| African American | 31% |
| Asian | 63% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 40% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Gifted and talented | 43% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 45% |
| Parent education - declined to state | 38% |
| All Students | 67% |
| Females | 63% |
| Males | 72% |
| African American | 51% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 70% |
| Students with disability | 44% |
| Students with no reported disability | 69% |
| English learner | 25% |
| Fluent-English proficient and English only | 69% |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 61% |
| All Students | 65% |
| Females | 61% |
| Males | 69% |
| African American | n/a |
| Asian | 65% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 66% |
| Students with disability | n/a |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | 58% |
| All Students | n/a |
| Females | n/a |
| Males | 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 |
| English learner | n/a |
| Fluent-English proficient and English only | 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 |
| All Students | 73% |
| Females | 76% |
| Males | 70% |
| African American | 54% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 76% |
| Students with disability | 49% |
| Students with no reported disability | 74% |
| English learner | 30% |
| Fluent-English proficient and English only | 74% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 63% |
| All Students | 37% |
| Females | 21% |
| Males | 52% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| White (not Hispanic) | 42% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 37% |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 26% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 32% |
| Parent education - declined to state | 40% |
| All Students | 67% |
| Females | 61% |
| Males | 72% |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with no reported disability | 67% |
| Fluent-English proficient and English only | 67% |
| Gifted and talented | 72% |
| 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 | 70% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 70% |
| All Students | 72% |
| Females | 66% |
| Males | 78% |
| African American | 50% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 76% |
| Students with disability | 44% |
| Students with no reported disability | 75% |
| English learner | 32% |
| Fluent-English proficient and English only | 74% |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 51% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 69% |
| All Students | 67% |
| Females | 60% |
| Males | 74% |
| African American | 44% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 70% |
| Students with disability | 46% |
| Students with no reported disability | 69% |
| English learner | 25% |
| Fluent-English proficient and English only | 69% |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 43% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 64% |
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 | 20% |
| Females | 15% |
| Males | 24% |
| African American | 15% |
| Hispanic or Latino | 17% |
| White (not Hispanic) | 27% |
| Economically disadvantaged | 12% |
| Non-economically disadvantaged | 29% |
| Students with disability | 0% |
| Students with no reported disability | 26% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 16% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 42% |
| Parent education - declined to state | 11% |
| All Students | 30% |
| Females | 31% |
| Males | 28% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 28% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 26% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| Gifted and talented | 34% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 23% |
| Parent education - graduate school/post graduate | 30% |
| Parent education - declined to state | 44% |
| All Students | 75% |
| Females | 78% |
| Males | 73% |
| African American | 48% |
| Asian | 81% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 82% |
| Students with disability | 29% |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 65% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 65% |
| All Students | 32% |
| Females | 26% |
| Males | 38% |
| African American | 28% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 20% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 36% |
| Economically disadvantaged | 26% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Gifted and talented | 52% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 23% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 37% |
| Parent education - declined to state | 36% |
| All Students | 91% |
| Females | 94% |
| Males | 89% |
| African American | n/a |
| Asian | 92% |
| Hispanic or Latino | 81% |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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 | 95% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | 92% |
| All Students | 74% |
| Females | 76% |
| Males | 71% |
| African American | 58% |
| Asian | 83% |
| Filipino | 86% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 80% |
| Students with disability | 24% |
| Students with no reported disability | 76% |
| English learner | 13% |
| Fluent-English proficient and English only | 75% |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 57% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 67% |
| All Students | 18% |
| Females | 9% |
| Males | 24% |
| African American | 6% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 25% |
| Economically disadvantaged | 15% |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 19% |
| English learner | n/a |
| Fluent-English proficient and English only | 18% |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 18% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 16% |
| Parent education - graduate school/post graduate | 15% |
| Parent education - declined to state | 27% |
| All Students | 59% |
| Females | 50% |
| Males | 70% |
| African American | 33% |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Gifted and talented | 68% |
| Parent education - not a high school graduate | 62% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 63% |
| Parent education - declined to state | 73% |
| All Students | 70% |
| Females | n/a |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 70% |
| Gifted and talented | 81% |
| 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 | 76% |
| Females | 71% |
| Males | 79% |
| African American | 56% |
| Asian | 86% |
| Filipino | 86% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 81% |
| Students with disability | 35% |
| Students with no reported disability | 79% |
| English learner | 13% |
| Fluent-English proficient and English only | 77% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 71% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | 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 |
| English learner | n/a |
| Fluent-English proficient and English only | 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 |
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.
673 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
663 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 | 94% |
| Females | 96% |
| Males | 93% |
| African American | 90% |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 98% |
| Declined to state | n/a |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | 97% |
| Students with disability | 73% |
| Tested with modifications | n/a |
| English learner | 48% |
| Language Fluency Unknown | n/a |
| All Students | 93% |
| Females | 93% |
| Males | 94% |
| African American | 85% |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 95% |
| Economic Status Unknown | 93% |
| Students with disability | 63% |
| Tested with modifications | n/a |
| English learner | 67% |
| Language Fluency Unknown | 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 | ||
|---|---|---|---|---|
| White | 46% | 27% | ||
| Hispanic | 26% | 51% | ||
| Black | 17% | 7% | ||
| Asian | 9% | 11% | ||
| Two or more races | 1% | 3% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 34% | N/A | 54% |
| English language learners 2 | 3% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 84% | 85% | ||
| Farsi (Persian) | 6% | 0% | ||
| Korean | 6% | 1% | ||
| Armenian | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Ukrainian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 29 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
| School Leader's name |
|
| Special schedule |
|
| 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.
15777 Bowdoin Street
Pacific Palisades,
CA 90272
Website: Click here
Phone: (310) 230-6623
To start a new list, click OK. Otherwise click Cancel.
St. Monica Catholic High School
Santa Monica, CA
Concord Prep High School
Santa Monica, CA
Pacifica Christian High School
Santa Monica, CA
Santa Monica High School
Santa Monica, CA
Crossroads School for Arts and Sciences
Santa Monica, CA
Brentwood School
Los Angeles, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Palisades Charter High School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.


