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Sherman Oaks Center for Enriched Studies

Public | 4-12 | 2086 students

We are best known for high academic standards.
 

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Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 14 ratings
2011:
Based on 7 ratings
2010:
Based on 12 ratings

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82 reviews of this school


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Posted May 16, 2013

Love Love Love the Principal !!! She is a principal of the students. She really cares what happens to them and the quality of education that they are getting. Kudos to her! This is what education is about. My child is getting an amazing education guided by an exceptional leader. Thank you Ms. Hernandez!!!
—Submitted by a parent


Posted February 9, 2013

This school is not perfect but is doing very well for what it is. Their population reflects all of LA unified, and the school does a fantastic job of getting all these kids -- regardless of where they start out -- to where they need to go: college. To all the people who said the classes are crowded, please pull your kids out and put them in another public high school or middle school. Your kids will fare no better unless you are willing to pay money and even then they may not. I saw what my friends went through as they scrambled in 5th grade trying to find a decent middle school for their kids, and I was SO glad I had put my kids here in 4th. The bad stuff is -- it can be hard to communicate with the teachers. Some of them are very unwilling to call you back or email you, and there's very little you can do about it. They do not all use the computer grade books that they have access to, so it can be hard to find out how your kids are doing until it is too late. Kids don't get much computer time. I am a private tutor and work with elementary kids and middle school kids all over the valley. I know the private schools and the public options, and my kids go here.
—Submitted by a parent


Posted January 10, 2013

my sister, a student of SOCES, said a student in her fourth grade class smokes. I didn't believe it until i started to hear more crazy stories like this such as someone bringing a bow and arrow to school and using it to threaten other students (also in the 4th grade). One a random day, for no apparent reason, someone even wore a hot dog costume and gave out hot dogs, for numerous days straight. This was indeed confirmed by an administrator as well as my other sister who attends the school. How is this school so good if their elementary kids smoke and bring weapons to school. Good test scores come from mentally stable children not the disabled (who, by the way, are considered the gifted kids). Great school? ... Not even a good school.


Posted November 16, 2012

I saw the post left yesterday and just want to let the writer know that our son was not accepted to SOCES until he entered the 6th grade. SOCES has proved to be a wonderful school, and he thrives there. Because of its reputation, it is hard to get in. We applied for magnet points for many years before we got in. Keep trying. It is worth the wait, and entering at the 6th grade was an excellent option for our son, who preferred to graduate elementary school with his friends.
—Submitted by a parent


Posted November 15, 2012

Attended the magnet orientation yesterday and it sounds great, scores prove that indeed it's a great school. However, I left sort of disappointed in the zero hope that was given by the counselors that my chances of getting in were slim to none. I almost felt as if they were trying to discourage us from applying. It seems like if you don't get in for 4th grade, your chances of getting in after are very slim. Disappointing that I didn't leave cheering and feeling hopeful that my child would have a shot at a great opportunity for her education.


Posted September 6, 2012

I have been a proud SOCES parent for 6 years. Of course there are budget issues and we've lost great teachers to district decisions and retirees, same as most schools in the nation. The principal has always addressed any faculty issues and I speak from personal experience. There is impressive number of dedicated staff and faculty at this school and in incredible college office. We have the same parents and faculty volunteering over the years, it would be great for more to become part of the solution, instead of just complaining about the problems.
—Submitted by a parent


Posted August 12, 2012

I think this school has too many administrators. Communicaton is bleak and parents of children who need help to thrive are looked down on. Everyone knows that growing up is a process for children and not all children mature at the same rate. When kids are exposed since the 4th grade to high school age kids' actions most kids are affected to years to come. It is not a good idea to subject your kid to this environment because administration is not keen on this issue. Also my kid specifically had a changeover of more than one teacher who had to be fired or laid off. Class routine was interrupted. This was not good and again communication from administration to parent was non existent. There is really no excuse for a small campus with many administrators. In addition it got overbearing just listening to the constant budget problem and threat of stopping transportation.
—Submitted by a parent


Posted June 16, 2012

My two children have been at SOCES for 4 years, both in the honors program. We find it to be an excellent smaller school experience with high academic standards, wonderful teachers and caring administration. Yes the work is plentiful, however not overwhelming for those students who are able and want to walk away and enter prepared for college. While I am interested in hearing individual experiences I would like to share the 2012 US News and World Report for Best High Schools in America. This report has become the Gold Standard for ranking High Schools in America. SOCES comes in ahead and at the top of our surrounding local "best" high schools. I feel fortunate and proud to be a part of the SOCES family! National Rank College Readiness SOCES 581 42.7 Calabasas HS 654 40.1 Oak Park HS 706 39.7 El Camino HS 930 33.3 Agoura HS 1,022 31.5 SOCES beats all these top ranked schools in every category. You can read more at http://www.usnews.com/education/best-high-schools Very extensive and comprehensive Ranking system, taking into consideration many factors.
—Submitted by a parent


Posted June 16, 2012

My children (twins) have been at SOCES since 4th grade and are now graduating from 8th grade. Yes there are cons to the school but in the long run it is a well run campus. Because most students stay at the school for the long haul they are not a number they have a name and are well known by teachers, counselors and administration. There is alot of work and some seems like busy work, but the graduating students go on to some of the best colleges, many at Ivy League schools. The drama and music program teachers are amazing as well as the programs that they put on. SOCES is consistantly a top named school in the country, and I recommend it for those looking for a private school environment without the cost. Students think of it as a family environment especially with siblings attending.
—Submitted by a parent


Posted June 15, 2012

My kids go to this school. At first, I thought this school is one of the best school here in San Fernando Valley. Just recently, I found out from my daughters that the teachers really don't teach that well. They just give them HWs, so they have something to do. Almost all the teachers are just after their salaries. I spoke to alot of parents and they too was disappointed with the outcome. Some of them were thinking of transferring their kids to El Camino or Cleveland. I for one is also considering to transfer my daughters to Cleveland. I've heard Cleveland is doing much better when it comes to education. I'm afraid if I let my kids stay there until 12th grade, they might struggle when they go to college. A lot of teachers are retiring this year. That's why they don't care about their students.
—Submitted by a parent


Posted March 26, 2012

My twins are in fifth grade. They have been assigned a U.S. state report. Ms. Kravitz has organized the project extremely well and in such a way, that our children are afforded an excellent opportunity to start developing these skills. I do not find the work overwhelming. I am thrilled that they are receiving such an education. These skills would help carry them through their education.
—Submitted by a parent


Posted March 19, 2012

I am a student at soces. The classes are very crowded. I have been going to that school for 2 years and only 2 teachers have learned my name. All the food they serve is prepackaged and sometimes cold. I take a bus there and its always hard to find a seat sometimes we even have to seat 3 people a seat. Teachers arnt all that great last year my math teacher got fired and we had a sub the rest of the semester. That made it hard for me to do well on the cst. I always tell my parents but they dont believe me because they think its too much of a good school. If i could i would switch schools as soon as possible.


Posted March 15, 2012

With the LAUSD budget cuts and staff cuts SOCES has still managed to be a top-notch school for academic work. The office staff is sometimes overwhelmed, but that is through no fault of their own. Blame ridiculous cuts in critical areas the school doesn't control. Staff are friendly and often go out of their way to assist students or run extra-curricular programming. For example, the Speech program has National and State Finalists and is constantly garnering recognition for its work at tournaments. It's coach, Mr. B, has taught our children not only how to articulate themselves with conviction and supporting evidence but also prepated them for success in life and higher academic learning. The College Office is overworked, but does a great job helping students in applying for college and university. The biggest weakness at SOCES is leadership. The new principal means well and seems eager to please, but from what I have witnessed does not garner much support from staff and students and is over-whelmed by her duties. There is a new AP that is "on-the-ball" and seems highly motivated and an excellent communicator.
—Submitted by a parent


Posted March 13, 2012

My child went to SOCES in 4th grade year 2011/12 and I am pulling her out. The school is large and she feels lost. She said bigger kids call little ones names once in a while and she got pushed a few times. 4th graders have to change classrooms with every period, same as kids do in middle/high school. Academically she did well, good grades, but socially she was very unhappy. Counseling office staff is very nice, big thanks to Kim and Mike! Teachers seem overwhelmed and overworked, large class sizes. Also, if your child goes to an elementary school now, this school's hours are longer by about 5 hours a week more of instruction. It could be a nice school for some, but it's not for everyone, I would say if the school your child goes to is good in general, it's not worth it to move them to SOCES unless you want to see them be pushed hard academically, and feel overwhelmed with the size of the school and grown kids around them.
—Submitted by a parent


Posted March 2, 2012

All three of our children went to SOCES for elementary school through high school. They all got into top echelon universities--Univ. of Wis., UCBerkley, and UCLA. Each of them is now gainfully employed in their career of choice, and they could not be happier. I credit CES for giving them the academic tools they needed for success, and the bonus was that they each made friends for life at that school. Overall excellent teachers. Admin. staff could be more welcoming. Otherwise, great school.
—Submitted by a parent


Posted January 26, 2012

I love the staff. There is a family atmosphere here. The Principal is a terrific woman, but she is new and hitting a wall with trying to implement any change (that will just take some time). There is very little parent participation due to kids coming from everywhere. I have a 5th grader so I can only review the elementary school. As for the "grade level" education, I feel more is needed to improve on the elementary education (here is where some of that change is needed) Too many large projects, not enough basics (reading and vocabulary building, basic science and basic history). I love our math teacher and I feel we are on target with math. But due to the amount of busy work and papers and one ridiculously large and tedious history project, we are falling behind in those other areas. Honors student will do better. The average kids, however, struggle. Parents need to be very involved in helping the kids stay on task. Most teachers do not post their homework or grades and some are not internet/email friendly. Again, where change is needed. I am hoping for the best that the school remains open and active. I do plan to stay with it.
—Submitted by a parent


Posted January 23, 2012

Over all this is a great school.Principle and administrative - great. Most of the teachers are good. Homework load is ridiculous. My daughter has Mr. Kravits for science and she is doing homework until 8-9pm every night . If you want your child to have a life and still go to this school, Make sure this teacher is not on your list.
—Submitted by a parent


Posted August 31, 2011

My daughter graduated last year from SOCES, after having been there since 4th grade. Most of the teachers are terrific, although there are a few exceptions. They really care about the students. Because of the small size, there is continuing interaction, even after the students leave a particular teacher's class. To me, one of the best features of this school is the diverse student body. The students come from every possible ethnic, economic, and religious background. I don't know of any other school that has such a diverse group of students.
—Submitted by a parent


Posted August 17, 2011

Most of the personnel working in the office are RUDE and never entertains calls, not even direct you to the right person. It's automatic that they transfer you to a voicemail and you don't even know where they have transferred you to or if that the person that you would like to speak with. Whether calling the office or going to the going office, it's the same experience you get. I thought initially that it was just a one-time experience but it always the same experience everytime. I hope that they should act more professionally.
—Submitted by a parent


Posted August 16, 2011

If your child is high achieving, you push your child hard, your child has no disabilities and not different from the norm in any way then your child will be successful at SOCES. My child is very bright (scored advanced on the CST at previous school), but is quirky. At SOCES he was bullied relentlessly (test scores dropped to far below basic on CST in 2 years). The staff did very little to help. I was told during a meeting that my child would probably do well at a different school. So we moved to our local school and now he is earning straight As. SOCES is a high performing school for a reason. Thank the parents and the students. The staffs roll is to weed out anyone not fitting into the SOCES box.
—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

892

Change from
2011 to 2012

+13

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

7 / 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

892

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

+13

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)

10 / 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)

7 / 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.
English Language Arts

The state average for English Language Arts was 67% in 2012.

187 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
81%

2010

 
 
75%

2009

 
 
73%
Math

The state average for Math was 71% in 2012.

187 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
77%

2010

 
 
66%

2009

 
 
68%
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

English Language Arts

The state average for English Language Arts was 63% in 2012.

188 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
74%

2010

 
 
75%

2009

 
 
73%
Math

The state average for Math was 65% in 2012.

188 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
61%

2010

 
 
66%

2009

 
 
71%
Science

The state average for Science was 60% in 2012.

188 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
80%

2010

 
 
76%

2009

 
 
65%
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

English Language Arts

The state average for English Language Arts was 59% in 2012.

217 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
78%

2010

 
 
78%

2009

 
 
70%
Math

The state average for Math was 55% in 2012.

214 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
67%

2010

 
 
69%

2009

 
 
60%
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 86% 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 62% in 2012.

226 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
85%

2010

 
 
80%

2009

 
 
75%
Math

The state average for Math was 52% in 2012.

224 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
73%

2010

 
 
72%

2009

 
 
59%
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 49% in 2012.

137 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
94%

2010

 
 
89%

2009

 
 
90%
English Language Arts

The state average for English Language Arts was 59% in 2012.

226 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
80%

2010

 
 
75%

2009

 
 
71%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

87 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
66%

2010

 
 
62%

2009

 
 
58%
Geometry

The state average for Geometry was 87% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

227 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
74%

2010

 
 
62%

2009

 
 
52%
Science

The state average for Science was 66% in 2012.

227 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
84%

2010

 
 
83%

2009

 
 
82%
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 25% in 2012.

100 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
18%

2010

 
 
34%

2009

 
 
29%
Algebra II

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

2012

 
 
n/a

2011

 
 
69%

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
17%

2010

 
 
n/a

2009

 
 
n/a
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.

268 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
75%

2010

 
 
83%

2009

 
 
78%
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

156 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
68%

2010

 
 
75%

2009

 
 
69%
Integrated/Coordinated Science 1

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

265 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
60%

2010

 
 
62%

2009

 
 
65%
World History

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

2012

 
 
n/a

2011

 
 
n/a

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

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

19 students were tested at this school in 2012.

2012

 
 
33%

2011

 
 
n/a

2010

 
 
8%

2009

 
 
n/a
Algebra II

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

129 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
72%

2010

 
 
70%

2009

 
 
75%
Biology/Life Sciences

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

266 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
76%

2010

 
 
75%

2009

 
 
76%
Chemistry

The state average for Chemistry was 51% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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.

288 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
79%

2010

 
 
80%

2009

 
 
84%
Geometry

The state average for Geometry was 17% in 2012.

114 students were tested at this school in 2012.

2012

 
 
17%

2011

 
 
25%

2010

 
 
27%

2009

 
 
33%
High School (Summative) Mathematics (Grade 9-11)

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

17 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

288 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
82%

2010

 
 
78%

2009

 
 
75%
World History

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

249 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
49%

2010

 
 
64%

2009

 
 
63%
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Algebra II

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

59 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
25%

2010

 
 
29%

2009

 
 
28%
Biology/Life Sciences

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Chemistry

The state average for Chemistry was 34% in 2012.

174 students were tested at this school in 2012.

2012

 
 
79%

2011

 
 
74%

2010

 
 
72%

2009

 
 
74%
Earth Science

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

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

239 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
75%

2010

 
 
80%

2009

 
 
75%
Geometry

The state average for Geometry was 9% in 2012.

11 students were tested at this school in 2012.

2012

 
 
9%

2011

 
 
8%

2010

 
 
18%

2009

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

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

126 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
80%

2010

 
 
84%

2009

 
 
72%
Physics

The state average for Physics was 56% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
U.S. History

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

239 students were tested at this school in 2012.

2012

 
 
68%

2011

 
 
65%

2010

 
 
62%

2009

 
 
58%
World History

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

2012

 
 
n/a

2011

 
 
n/a

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

English Language Arts

All Students85%
Females92%
Males80%
African American87%
Asian94%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged73%
Non-economically disadvantaged95%
Students with disability73%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)81%
Parent education - college graduate80%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students80%
Females80%
Males79%
African American60%
Asian88%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged67%
Non-economically disadvantaged89%
Students with disability67%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate70%
Parent education - some college (includes AA degree)74%
Parent education - college graduate89%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

All Students80%
Females81%
Males79%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino62%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)88%
Economically disadvantaged68%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate63%
Parent education - some college (includes AA degree)85%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to state53%

Math

All Students69%
Females66%
Males72%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)75%
Economically disadvantaged57%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)72%
Parent education - college graduate86%
Parent education - graduate school/post graduate69%
Parent education - declined to state47%

Science

All Students77%
Females80%
Males74%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)84%
Economically disadvantaged68%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
Parent education - graduate school/post graduate92%
Parent education - declined to state65%
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

All Students76%
Females75%
Males76%
African American64%
Asian82%
Filipino88%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged66%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate21%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)68%
Parent education - college graduate87%
Parent education - graduate school/post graduate81%
Parent education - declined to state67%

Math

All Students70%
Females72%
Males69%
African American64%
Asian82%
Filipino76%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged59%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduate8%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)66%
Parent education - college graduate85%
Parent education - graduate school/post graduate70%
Parent education - declined to state71%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students83%
Females84%
Males82%
African American93%
Asian88%
Filipino85%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged77%
Non-economically disadvantaged88%
Students with disability38%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate77%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)89%
Parent education - college graduate81%
Parent education - graduate school/post graduate94%
Parent education - declined to state67%

Math

All Students78%
Females76%
Males79%
African American80%
Asian92%
Filipino85%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged66%
Non-economically disadvantaged87%
Students with disability40%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate54%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)74%
Parent education - college graduate85%
Parent education - graduate school/post graduate86%
Parent education - declined to state58%
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 Students89%
Females89%
Males90%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged84%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate96%
Parent education - some college (includes AA degree)88%
Parent education - college graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

English Language Arts

All Students81%
Females83%
Males79%
African Americann/a
Asian90%
Filipino85%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged77%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate69%
Parent education - high school graduate83%
Parent education - some college (includes AA degree)80%
Parent education - college graduate83%
Parent education - graduate school/post graduate85%
Parent education - declined to state73%

General Mathematics (Grades 6 & 7 Standards)

All Students54%
Females56%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged50%
Non-economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate44%
Parent education - some college (includes AA degree)60%
Parent education - college graduate50%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/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

History - Social Science Grade 8 Cumulative

All Students77%
Females74%
Males80%
African Americann/a
Asian86%
Filipino85%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged68%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate62%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)73%
Parent education - college graduate81%
Parent education - graduate school/post graduate85%
Parent education - declined to state73%

Science

All Students84%
Females79%
Males88%
African Americann/a
Asian93%
Filipino85%
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged77%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate77%
Parent education - high school graduate78%
Parent education - some college (includes AA degree)80%
Parent education - college graduate81%
Parent education - graduate school/post graduate95%
Parent education - declined to state100%
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 Students47%
Females39%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged42%
Non-economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented63%
Parent education - not a high school graduate46%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)38%
Parent education - college graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state39%

Algebra II

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

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students86%
Females86%
Males87%
African American88%
Asian95%
Filipino93%
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged79%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate64%
Parent education - high school graduate89%
Parent education - some college (includes AA degree)85%
Parent education - college graduate92%
Parent education - graduate school/post graduate91%
Parent education - declined to state83%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students76%
Females71%
Males83%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged62%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate67%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)71%
Parent education - college graduate76%
Parent education - graduate school/post graduate97%
Parent education - declined to state82%

Integrated/Coordinated Science 1

All Students72%
Females76%
Males69%
African American59%
Asian86%
Filipino77%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)77%
Economically disadvantaged66%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate65%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)72%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
Parent education - declined to state60%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students33%
Femalesn/a
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students72%
Females63%
Males81%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)79%
Economically disadvantaged65%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented81%
Parent education - not a high school graduate46%
Parent education - high school graduate73%
Parent education - some college (includes AA degree)54%
Parent education - college graduate81%
Parent education - graduate school/post graduate85%
Parent education - declined to state78%

Biology/Life Sciences

All Students78%
Females77%
Males80%
African American71%
Asian85%
Filipino91%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged73%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate64%
Parent education - high school graduate75%
Parent education - some college (includes AA degree)85%
Parent education - college graduate83%
Parent education - graduate school/post graduate88%
Parent education - declined to state67%

Chemistry

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

Earth Science

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

English Language Arts

All Students79%
Females78%
Males79%
African American78%
Asian90%
Filipino100%
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged72%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate59%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)77%
Parent education - college graduate90%
Parent education - graduate school/post graduate91%
Parent education - declined to state76%

Geometry

All Students17%
Females16%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged19%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only18%
Migrant educationn/a
Gifted and talented23%
Parent education - not a high school graduaten/a
Parent education - high school graduate11%
Parent education - some college (includes AA degree)22%
Parent education - college graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state9%

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

All Students82%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students78%
Females76%
Males80%
African American67%
Asian90%
Filipino69%
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantaged72%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate74%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)79%
Parent education - college graduate84%
Parent education - graduate school/post graduate91%
Parent education - declined to state71%

World History

All Students60%
Females50%
Males68%
African Americann/a
Asian82%
Filipino85%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged51%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented79%
Parent education - not a high school graduate50%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)53%
Parent education - college graduate59%
Parent education - graduate school/post graduate74%
Parent education - declined to state58%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students38%
Females30%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged35%
Non-economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talented50%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate20%
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Biology/Life Sciences

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

Chemistry

All Students79%
Females68%
Males90%
African Americann/a
Asian83%
Filipino82%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged77%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)80%
Parent education - college graduate83%
Parent education - graduate school/post graduate89%
Parent education - declined to state78%

Earth Science

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

English Language Arts

All Students80%
Females83%
Males76%
African Americann/a
Asian93%
Filipino95%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged72%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate79%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)78%
Parent education - college graduate74%
Parent education - graduate school/post graduate92%
Parent education - declined to state76%

Geometry

All Students9%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability9%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students58%
Females39%
Males75%
African Americann/a
Asian67%
Filipino53%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
White (not Hispanic)68%
Economically disadvantaged51%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)47%
Parent education - college graduate67%
Parent education - graduate school/post graduate65%
Parent education - declined to state48%

Physics

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

U.S. History

All Students68%
Females60%
Males76%
African Americann/a
Asian80%
Filipino68%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged63%
Non-economically disadvantaged74%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate64%
Parent education - high school graduate59%
Parent education - some college (includes AA degree)65%
Parent education - college graduate70%
Parent education - graduate school/post graduate78%
Parent education - declined to state65%

World History

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

About the tests


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

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

See California's state standards

Source: California Department of Education

English Language Arts

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

287 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
95%

2010

 
 
98%

2009

 
 
97%
Math

The state average for Math was 84% in 2012.

290 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
99%

2010

 
 
99%

2009

 
 
98%
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 Students96%
Females96%
Males96%
African American94%
Asian97%
Filipino100%
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged96%
Non-economically disadvantaged96%
Economic Status Unknown95%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students94%
Females93%
Males94%
African American88%
Asian93%
Filipino100%
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)99%
Declined to staten/a
Economically disadvantaged92%
Non-economically disadvantaged96%
Economic Status Unknown90%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 39% 27%
Hispanic 34% 51%
Asian 18% 11%
Black 7% 7%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Two or more races 1% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 147%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 71% 85%
Armenian 18% 1%
Filipino (Pilipino or Tagalog) 4% 1%
Bengali 1% 0%
Cantonese 1% 2%
Farsi (Persian) 1% 0%
Japanese 1% 0%
Korean 1% 1%
Punjabi 1% 1%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 31N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 16N/A11
Average years teaching 17N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Foreign languages spoken by school staff Chinese (Cantonese)
French
Japanese
Korean
Russian
Spanish
Armenian
Read more about programs at this school
Source: Manually entered by a school official.

Awards

Academic awards received in the past 3 years
  • California Distinguished School (2005)
  • Magnet Schools of America School of Distinction (2009)
  • City Championship Small Schools in Baseball (2009)

Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Specific learning disabilities

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • French
  • Russian
  • Spanish
Foreign languages spoken by staff
  • Armenian
  • Chinese (Cantonese)
  • French
  • Japanese
  • Korean
  • Russian
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
School leaders can update this information here.

School basics

School start time
  • 7:56 a.m.
School end time
  • 3:03 p.m.
Before school or after school care / program onsite
  • After school
School Leader's name
  • Robert S. Weinberg
Special schedule
  • Block scheduling
Fax number
  • (818) 344-5909

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Honors track
Specialized programs for specific types of special education students
  • Autism
  • Specific learning disabilities
Foreign languages taught
  • French
  • Russian
  • Spanish

Resources

Foreign languages spoken by staff
  • Armenian
  • Chinese (Cantonese)
  • French
  • Japanese
  • Korean
  • Russian
  • Spanish
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Volleyball
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Swimming
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Parent involvement
  • Our major fundraising group is our parent run soces booster club. a parent center has been established on campus as a meeting place and to assist parents with computer education, a video and reference library, and speakers on parent related issues. parents are a major stakeholder on campus and comprise membership on the all school committees. strong new ptsa assists in all areas.
More from this school
  • The school provides a safe environment where students feel like they are part of a concerned and caring family. Teachers and parents have high expectations for all students and that equals high performance by most students. Special attention is given to those students who need extra help. There is a college going philosophy seen throughout the school. We have the top API scores in the LAUSD high schools and middle schools.
School leaders can update this information here.

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18605 Erwin Street
Reseda, CA 91335
Website: Click here
Phone: (818) 758-5600

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