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Palisades Charter High School

Charter | 9-12 | 2869 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 4 ratings
2011:
No new ratings
2010:
Based on 1 rating

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37 reviews of this school


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Posted December 11, 2012

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


Posted December 4, 2012

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


Posted October 30, 2012

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


Posted September 24, 2012

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


Posted October 27, 2010

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


Posted October 26, 2010

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


Posted March 1, 2010

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


Posted November 10, 2009

Palisades a great school. It has an amazing campus, but most importantly a patient staff ready to teach.
—Submitted by a parent


Posted October 20, 2009

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


Posted October 6, 2009

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


Posted September 16, 2009

Amazing school with dedicated teachers and staff giving our students a great opportunity to succeed.
—Submitted by a parent


Posted March 31, 2009

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


Posted February 15, 2009

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


Posted October 30, 2008

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


Posted October 29, 2008

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


Posted September 23, 2008

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


Posted May 25, 2008

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


Posted April 5, 2008

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


Posted November 22, 2007

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


Posted August 23, 2007

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

847

Change from
2011 to 2012

+19

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

847

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+19

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

9 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

The state average for Algebra I was 25% in 2012.

244 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
56%

2010

 
 
70%

2009

 
 
81%
Algebra II

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

126 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
77%

2010

 
 
74%

2009

 
 
80%
Biology/Life Sciences

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

55 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
25%

2010

 
 
18%

2009

 
 
20%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

736 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
78%

2010

 
 
77%

2009

 
 
72%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

196 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
40%

2010

 
 
38%

2009

 
 
40%
Geometry

The state average for Geometry was 48% in 2012.

171 students were tested at this school in 2012.

2012

 
 
62%

2011

 
 
52%

2010

 
 
46%

2009

 
 
72%
Integrated/Coordinated Science 1

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

595 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
58%

2010

 
 
47%

2009

 
 
43%
World History

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
0%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

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

155 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
34%

2010

 
 
25%

2009

 
 
26%
Algebra II

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

151 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
42%

2010

 
 
51%

2009

 
 
59%
Biology/Life Sciences

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

488 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
65%

2010

 
 
63%

2009

 
 
54%
Chemistry

The state average for Chemistry was 51% in 2012.

159 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
54%

2010

 
 
56%

2009

 
 
68%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

672 students were tested at this school in 2012.

2012

 
 
73%

2011

 
 
69%

2010

 
 
63%

2009

 
 
65%
Geometry

The state average for Geometry was 17% in 2012.

114 students were tested at this school in 2012.

2012

 
 
37%

2011

 
 
30%

2010

 
 
22%

2009

 
 
29%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
67%

2011

 
 
64%

2010

 
 
76%

2009

 
 
77%
Science

The state average for Science was 53% in 2012.

668 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
67%

2010

 
 
67%

2009

 
 
62%
World History

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

674 students were tested at this school in 2012.

2012

 
 
67%

2011

 
 
61%

2010

 
 
54%

2009

 
 
58%
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2012.

75 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
16%

2010

 
 
6%

2009

 
 
26%
Algebra II

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

114 students were tested at this school in 2012.

2012

 
 
30%

2011

 
 
24%

2010

 
 
22%

2009

 
 
17%
Biology/Life Sciences

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

355 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
65%

2010

 
 
69%

2009

 
 
71%
Chemistry

The state average for Chemistry was 34% in 2012.

167 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
28%

2010

 
 
24%

2009

 
 
21%
Earth Science

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

77 students were tested at this school in 2012.

2012

 
 
91%

2011

 
 
60%

2010

 
 
74%

2009

 
 
71%
English Language Arts

The state average for English Language Arts was 48% in 2012.

678 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
65%

2010

 
 
65%

2009

 
 
71%
Geometry

The state average for Geometry was 9% in 2012.

78 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
11%

2010

 
 
10%

2009

 
 
12%
High School (Summative) Mathematics (Grade 9-11)

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

 
 
59%

2011

 
 
63%

2010

 
 
66%

2009

 
 
56%
Physics

The state average for Physics was 56% in 2012.

27 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
68%

2010

 
 
n/a

2009

 
 
n/a
U.S. History

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

689 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
71%

2010

 
 
73%

2009

 
 
81%
World History

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

2012

 
 
n/a

2011

 
 
0%

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

See California's state standards

Source: California Department of Education

Algebra I

All Students57%
Females56%
Males56%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
White (not Hispanic)74%
Economically disadvantaged61%
Non-economically disadvantaged55%
Students with disability25%
Students with no reported disability58%
English learner31%
Fluent-English proficient and English only58%
Gifted and talented72%
Parent education - not a high school graduate55%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)51%
Parent education - college graduate61%
Parent education - graduate school/post graduate73%
Parent education - declined to state48%

Algebra II

All Students85%
Females87%
Males84%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)86%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to state79%

Biology/Life Sciences

All Students84%
Females82%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only85%
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students77%
Females81%
Males73%
African American54%
Asian91%
Filipino82%
Hispanic or Latino62%
American Indian or Alaska Nativen/a
White (not Hispanic)90%
Economically disadvantaged61%
Non-economically disadvantaged78%
Students with disability41%
Students with no reported disability79%
English learner22%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate59%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)69%
Parent education - college graduate84%
Parent education - graduate school/post graduate93%
Parent education - declined to state72%

General Mathematics (Grades 6 & 7 Standards)

All Students47%
Females46%
Males48%
African American32%
Filipinon/a
Hispanic or Latino49%
White (not Hispanic)57%
Economically disadvantaged38%
Non-economically disadvantaged48%
Students with disability16%
Students with no reported disability53%
English learner25%
Fluent-English proficient and English only49%
Gifted and talented86%
Parent education - not a high school graduate47%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)38%
Parent education - college graduate55%
Parent education - graduate school/post graduate36%
Parent education - declined to state59%

Geometry

All Students62%
Females59%
Males65%
African American40%
Asian75%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
White (not Hispanic)65%
Economically disadvantaged50%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only63%
Gifted and talented67%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)55%
Parent education - college graduate63%
Parent education - graduate school/post graduate70%
Parent education - declined to state52%

Integrated/Coordinated Science 1

All Students49%
Females46%
Males53%
African American32%
Asian68%
Hispanic or Latino31%
White (not Hispanic)68%
Economically disadvantaged27%
Non-economically disadvantaged52%
Students with disability21%
Students with no reported disability52%
English learner6%
Fluent-English proficient and English only52%
Gifted and talented77%
Parent education - not a high school graduate23%
Parent education - high school graduate27%
Parent education - some college (includes AA degree)39%
Parent education - college graduate57%
Parent education - graduate school/post graduate72%
Parent education - declined to state49%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students31%
Females29%
Males33%
African American23%
Hispanic or Latino35%
American Indian or Alaska Nativen/a
White (not Hispanic)26%
Economically disadvantaged30%
Non-economically disadvantaged31%
Students with disability10%
Students with no reported disability34%
English learner23%
Fluent-English proficient and English only32%
Gifted and talented53%
Parent education - not a high school graduate32%
Parent education - high school graduate20%
Parent education - some college (includes AA degree)23%
Parent education - college graduate26%
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%

Algebra II

All Students39%
Females31%
Males49%
African American31%
Asian63%
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
White (not Hispanic)36%
Economically disadvantagedn/a
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only40%
Gifted and talented43%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate37%
Parent education - graduate school/post graduate45%
Parent education - declined to state38%

Biology/Life Sciences

All Students67%
Females63%
Males72%
African American51%
Asian95%
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
White (not Hispanic)77%
Economically disadvantaged47%
Non-economically disadvantaged70%
Students with disability44%
Students with no reported disability69%
English learner25%
Fluent-English proficient and English only69%
Gifted and talented91%
Parent education - not a high school graduate42%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)53%
Parent education - college graduate77%
Parent education - graduate school/post graduate87%
Parent education - declined to state61%

Chemistry

All Students65%
Females61%
Males69%
African Americann/a
Asian65%
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
White (not Hispanic)69%
Economically disadvantagedn/a
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduate63%
Parent education - graduate school/post graduate73%
Parent education - declined to state58%

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students73%
Females76%
Males70%
African American54%
Asian91%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
White (not Hispanic)81%
Economically disadvantaged49%
Non-economically disadvantaged76%
Students with disability49%
Students with no reported disability74%
English learner30%
Fluent-English proficient and English only74%
Gifted and talented93%
Parent education - not a high school graduate51%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)62%
Parent education - college graduate77%
Parent education - graduate school/post graduate92%
Parent education - declined to state63%

Geometry

All Students37%
Females21%
Males52%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino36%
White (not Hispanic)42%
Economically disadvantagedn/a
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only38%
Gifted and talented39%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)26%
Parent education - college graduate47%
Parent education - graduate school/post graduate32%
Parent education - declined to state40%

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

All Students67%
Females61%
Males72%
Asian70%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged67%
Students with no reported disability67%
Fluent-English proficient and English only67%
Gifted and talented72%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate70%
Parent education - graduate school/post graduate68%
Parent education - declined to state70%

Science

All Students72%
Females66%
Males78%
African American50%
Asian91%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
White (not Hispanic)81%
Economically disadvantaged47%
Non-economically disadvantaged76%
Students with disability44%
Students with no reported disability75%
English learner32%
Fluent-English proficient and English only74%
Gifted and talented92%
Parent education - not a high school graduate48%
Parent education - high school graduate51%
Parent education - some college (includes AA degree)61%
Parent education - college graduate79%
Parent education - graduate school/post graduate89%
Parent education - declined to state69%

World History

All Students67%
Females60%
Males74%
African American44%
Asian88%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
White (not Hispanic)76%
Economically disadvantaged45%
Non-economically disadvantaged70%
Students with disability46%
Students with no reported disability69%
English learner25%
Fluent-English proficient and English only69%
Gifted and talented89%
Parent education - not a high school graduate43%
Parent education - high school graduate52%
Parent education - some college (includes AA degree)52%
Parent education - college graduate72%
Parent education - graduate school/post graduate85%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Algebra I

All Students20%
Females15%
Males24%
African American15%
Hispanic or Latino17%
White (not Hispanic)27%
Economically disadvantaged12%
Non-economically disadvantaged29%
Students with disability0%
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only22%
Parent education - not a high school graduaten/a
Parent education - high school graduate16%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate42%
Parent education - declined to state11%

Algebra II

All Students30%
Females31%
Males28%
African American25%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)28%
Economically disadvantaged43%
Non-economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only29%
Gifted and talented34%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)33%
Parent education - college graduate23%
Parent education - graduate school/post graduate30%
Parent education - declined to state44%

Biology/Life Sciences

All Students75%
Females78%
Males73%
African American48%
Asian81%
Filipinon/a
Hispanic or Latino60%
White (not Hispanic)92%
Economically disadvantaged61%
Non-economically disadvantaged82%
Students with disability29%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only76%
Gifted and talented93%
Parent education - not a high school graduate65%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)75%
Parent education - college graduate83%
Parent education - graduate school/post graduate86%
Parent education - declined to state65%

Chemistry

All Students32%
Females26%
Males38%
African American28%
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)36%
Economically disadvantaged26%
Non-economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only32%
Gifted and talented52%
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)23%
Parent education - college graduate32%
Parent education - graduate school/post graduate37%
Parent education - declined to state36%

Earth Science

All Students91%
Females94%
Males89%
African Americann/a
Asian92%
Hispanic or Latino81%
White (not Hispanic)97%
Economically disadvantaged75%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate95%
Parent education - graduate school/post graduate92%
Parent education - declined to state92%

English Language Arts

All Students74%
Females76%
Males71%
African American58%
Asian83%
Filipino86%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged56%
Non-economically disadvantaged80%
Students with disability24%
Students with no reported disability76%
English learner13%
Fluent-English proficient and English only75%
Gifted and talented92%
Parent education - not a high school graduate57%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)75%
Parent education - college graduate78%
Parent education - graduate school/post graduate84%
Parent education - declined to state67%

Geometry

All Students18%
Females9%
Males24%
African American6%
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
White (not Hispanic)25%
Economically disadvantaged15%
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only18%
Gifted and talented33%
Parent education - not a high school graduate20%
Parent education - high school graduate18%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate16%
Parent education - graduate school/post graduate15%
Parent education - declined to state27%

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

All Students59%
Females50%
Males70%
African American33%
Asian76%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
White (not Hispanic)61%
Economically disadvantaged53%
Non-economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Gifted and talented68%
Parent education - not a high school graduate62%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)55%
Parent education - college graduate54%
Parent education - graduate school/post graduate63%
Parent education - declined to state73%

Physics

All Students70%
Femalesn/a
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)75%
Economically disadvantagedn/a
Non-economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Gifted and talented81%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students76%
Females71%
Males79%
African American56%
Asian86%
Filipino86%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged61%
Non-economically disadvantaged81%
Students with disability35%
Students with no reported disability79%
English learner13%
Fluent-English proficient and English only77%
Gifted and talented94%
Parent education - not a high school graduate61%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)67%
Parent education - college graduate80%
Parent education - graduate school/post graduate86%
Parent education - declined to state71%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

673 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
92%

2010

 
 
93%

2009

 
 
92%
Math

The state average for Math was 84% in 2012.

663 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
94%

2010

 
 
91%

2009

 
 
92%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

See California's state standards

Source: California Department of Education

English Language Arts

All Students94%
Females96%
Males93%
African American90%
Asian98%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged83%
Non-economically disadvantaged96%
Economic Status Unknown97%
Students with disability73%
Tested with modificationsn/a
English learner48%
Language Fluency Unknownn/a

Math

All Students93%
Females93%
Males94%
African American85%
Asian97%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
White (not Hispanic)97%
Declined to staten/a
Economically disadvantaged86%
Non-economically disadvantaged95%
Economic Status Unknown93%
Students with disability63%
Tested with modificationsn/a
English learner67%
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
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%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 134%N/A54%
English language learners 23%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 84% 85%
Farsi (Persian) 6% 0%
Korean 6% 1%
Armenian 1% 1%
Russian 1% 0%
Ukrainian 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 29N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 14N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 92%N/A96%
Emergency credential or waiver 2%N/A2%
Source: CA Dept. of Education, 2008-2009

School basics

School Leader's name
  • Marcia Haskin
Special schedule
  • Year-round
Fax number
  • (310) 454-3174

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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15777 Bowdoin Street
Pacific Palisades, CA 90272
Website: Click here
Phone: (310) 230-6623

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