Advertisement
Advertisement

GreatSchools Rating

Sherman Oaks Center For Enriched Studies

Public | 4-12 | 2086 students

We are best known for high academic standards.

 

Be sure to visit

Take along one of
our checklists:

 

Living in Reseda

Situated in an inner city neighborhood. The median home value is $269,500. The average monthly rent for a 2 bedroom apartment is $1,430.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 12 ratings
2012:
Based on 13 ratings
2011:
Based on 7 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

94 reviews of this school


Sort by:
Show reviews by:
Posted May 17, 2014

We are finishing up our first year at SOCES. It's taken a bit of getting used to, although I'm very glad my son has gone there. Making close friends can be hard at first because of the commute, but some time after Christmas, he began to enjoy his experience there immensely. The main complaint I hear from disgruntled parents is that the admin here is horrid. I'll admit they can take some getting used to. The attendance office can feel a bit like talking to someone at the DMV, but the school's aim is to teach students to be independent thinkers and doers and perhaps this approach is necessary to chase off the hovering parents... When anything important has actually come up, the school has immediately become responsive. They just don't cater to demanding parents, which can be hard for those used to babying their babies! My son has already begun to show more responsibility and pride. Classes are large everywhere in LAUSD and while a school of 2000 kids sounds huge for a 4th grader, 200-300 kids per grade is tiny compared to the 1000-1500 kids per grade at most public middle and high schools! All in all, the school is doing a great job and we feel fortunate to be there.
—Submitted by a parent


Posted May 4, 2014

This school is way too big for its own good. With 5 administrators you would think that this school would be safe and that your child would be cared for. This is not the case. My child became a number here. This school is not what it was 7, 8 years ago, academics are weak and bullying has become a huge problem.
—Submitted by a parent


Posted May 2, 2014

Had my son at SOCES for 4-8th grade. In his time there he has only had one teacher that truly demonstrated that she cared about the students. Mrs Lincke. I kept him there and pushed him to do better but this school is not for the kids that "fall through the cracks" as one of the counselors put it. Just happy he got accepted to VAAS and Northridge academy. Were they don't fall thru the cracks.
—Submitted by a parent


Posted April 2, 2014

My twins got accepted into the 4th grade, however my 7th grader didnt! We are so excited but yet so torn. Drop would be merely impossible to go from one end of the valley to the other. Feeling very undecided.
—Submitted by a parent


Posted February 3, 2014

For those of you that got your kids in at the 4th grade level how many points did you have? I'm guessing you'd have to apply in 1st, 2nd and 3rd grade to get them in for 4th?
—Submitted by a parent


Posted October 22, 2013

SOCES is a great school. I can send my child anywhere and I choose to send him where he can not only acquire a tremendous education, but be in a real world setting where kids come from all different backgrounds - socioeconomic, race and ethnicity, culture, etc. My child has learned that he might have to work a little harder to stand out, but hey, that's the real world. I love that there's just the right amount of parental involvement and the right amount of feeling of community (for the parents). My child feels a strong sense of community. Great academics, great academic and social community, great school.
—Submitted by a parent


Posted October 7, 2013

No school is perfect and this one isn't either BUT I wholeheartedly believe this is the best school I could have put my kid in! If you are looking for rigorous academics and a diverse population, you've come to the right place. The students that come here make an effort to be here and that says a lot!
—Submitted by a parent


Posted October 6, 2013

This school is great! The teachers and administration emphasize and encourage students to go to college. The teachers' dedication and guidance is reflected in the school's API.
—Submitted by a parent


Posted August 22, 2013

I consider myself as a lucky parent. Both of my children attend SOCES and enjoy every day with appropriately challenge academic program, art program, and good friends. I highly recommend this school.
—Submitted by a parent


Posted August 18, 2013

This is my son's first week of school in 4th grade, and he loves it and feels a major part of the school already. I'm super happy!
—Submitted by a parent


Posted August 14, 2013

Our child was accepted for admission in 7th grade, and is currently enrolled in 10th grade. We have had first-hand experience with the amazing music program run by a very dedicated teacher, and amazing parents who give their all to support the music booster. As parents devoted to giving our children the best public school education, we considered all the other public high schools in the Valley. We find SOCES the best fit for our child. The student enrollment is considered intimate for a public school, and it makes for a learning atmosphere conducive to camaraderie. We are very satisfied with the school and we will be giving our best volunteer effort to help take it to an even higher level.
—Submitted by a parent


Posted August 11, 2013

I have two children at this school, Both are doing very well. The campus is small and very safe. Like anyplace the some of the teachers are excellent! and some are not. Some really care and inspire my kids, going the extra mile for them. One of my children is a senior and has done exceptionally well on the AP tests and the ACT. But probably more importantly, my children have a good social support system and feel accepted at SOCES.
—Submitted by a parent


Posted August 11, 2013

A clean, safe environment for learning! Our kids have been there since 4th grade and have done very well there!
—Submitted by a parent


Posted August 11, 2013

The close knit community has been great at SOCES! I have made a lot of friends. Academically I have done very well. The teachers care and have helped me for the last eight years!


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 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


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 2013.

This school's
API score

891

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

8 / 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 2013

This school's
API score

891

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
2012 to 2013

-4

Change from 2012 to 2013
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
(2012)

10 / 10

API Statewide Rank (2012)
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 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

8 / 10

API Similar Schools Rank (2012)
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 65% in 2013.

186 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
85%

2011

 
 
81%

2010

 
 
75%
Math

The state average for Math was 72% in 2013.

185 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
80%

2011

 
 
77%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

185 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%

2011

 
 
74%

2010

 
 
75%
Math

The state average for Math was 65% in 2013.

184 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
69%

2011

 
 
61%

2010

 
 
66%
Science

The state average for Science was 57% in 2013.

185 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
77%

2011

 
 
80%

2010

 
 
76%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

208 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
76%

2011

 
 
78%

2010

 
 
78%
Math

The state average for Math was 55% in 2013.

208 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
70%

2011

 
 
67%

2010

 
 
69%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

222 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
85%

2010

 
 
80%
Math

The state average for Math was 52% in 2013.

218 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
78%

2011

 
 
73%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

159 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
94%

2010

 
 
89%
English Language Arts

The state average for English Language Arts was 57% in 2013.

231 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%

2011

 
 
80%

2010

 
 
75%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

73 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
54%

2011

 
 
66%

2010

 
 
62%
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

234 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
77%

2011

 
 
74%

2010

 
 
62%
Science

The state average for Science was 67% in 2013.

234 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
84%

2011

 
 
84%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 25% in 2013.

85 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
47%

2011

 
 
18%

2010

 
 
34%
Algebra II

The state average for Algebra II was 65% in 2013.

14 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
n/a

2011

 
 
69%

2010

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
17%

2010

 
 
n/a
Earth Science

The state average for Earth Science was 38% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 62% in 2013.

248 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
86%

2011

 
 
75%

2010

 
 
83%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 16% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

149 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
76%

2011

 
 
68%

2010

 
 
75%
Integrated/Coordinated Science I

The state average for Integrated/Coordinated Science I was 26% in 2013.

248 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
60%

2010

 
 
62%
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

The state average for World History was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

2013

 
 
n/a

2012

 
 
33%

2011

 
 
n/a

2010

 
 
8%
Algebra II

The state average for Algebra II was 39% in 2013.

144 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
72%

2011

 
 
72%

2010

 
 
70%
Biology/Life Sciences

The state average for Biology/Life Sciences was 41% in 2013.

248 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
78%

2011

 
 
76%

2010

 
 
75%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Earth Science

The state average for Earth Science was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 52% in 2013.

257 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
79%

2011

 
 
79%

2010

 
 
80%
Geometry

The state average for Geometry was 15% in 2013.

97 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
17%

2011

 
 
25%

2010

 
 
27%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 76% in 2013.

2013

 
 
n/a

2012

 
 
82%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

257 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
78%

2011

 
 
82%

2010

 
 
78%
World History

The state average for World History was 46% in 2013.

236 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
60%

2011

 
 
49%

2010

 
 
64%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 10% in 2013.

11 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2013.

60 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
38%

2011

 
 
25%

2010

 
 
29%
Biology/Life Sciences

The state average for Biology/Life Sciences was 51% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

187 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
74%

2010

 
 
72%
Earth Science

The state average for Earth Science was 37% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2013.

259 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
80%

2011

 
 
75%

2010

 
 
80%
Geometry

The state average for Geometry was 8% in 2013.

19 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
9%

2011

 
 
8%

2010

 
 
18%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2013.

129 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
58%

2011

 
 
80%

2010

 
 
84%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

The state average for U.S. History was 50% in 2013.

259 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
68%

2011

 
 
65%

2010

 
 
62%
World History

The state average for World History was 19% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students75%
Females72%
Males78%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged66%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability75%
English learner38%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)66%
Parent education - college graduate76%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students80%
Females82%
Males78%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged70%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability80%
English learner46%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)74%
Parent education - college graduate84%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students78%
Females86%
Males70%
African American50%
Asian88%
Filipinon/a
Hispanic or Latino70%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged64%
Non-economically disadvantaged90%
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 graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)74%
Parent education - college graduate82%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students78%
Females80%
Males77%
African American43%
Asian91%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged65%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)74%
Parent education - college graduate89%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Science

All Students84%
Females85%
Males84%
African American64%
Asian94%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged76%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduaten/a
Parent education - high school graduate71%
Parent education - some college (includes AA degree)86%
Parent education - college graduate89%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students72%
Females75%
Males70%
African American75%
Asian93%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged63%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)75%
Parent education - college graduate86%
Parent education - graduate school/post graduate83%
Parent education - declined to state59%

Math

All Students68%
Females62%
Males74%
African American67%
Asian81%
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged55%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate48%
Parent education - some college (includes AA degree)77%
Parent education - college graduate79%
Parent education - graduate school/post graduate69%
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
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 Students80%
Females77%
Males83%
African American91%
Asian84%
Filipino89%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged69%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate33%
Parent education - high school graduate77%
Parent education - some college (includes AA degree)79%
Parent education - college graduate93%
Parent education - graduate school/post graduate86%
Parent education - declined to state67%

Math

All Students74%
Females73%
Males75%
African American82%
Asian73%
Filipino89%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged60%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate23%
Parent education - high school graduate68%
Parent education - some college (includes AA degree)74%
Parent education - college graduate87%
Parent education - graduate school/post graduate75%
Parent education - declined to state75%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students88%
Females89%
Males87%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged89%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)87%
Parent education - college graduate88%
Parent education - graduate school/post graduate90%
Parent education - declined to staten/a

English Language Arts

All Students80%
Females83%
Males77%
African American81%
Asian100%
Filipino93%
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged78%
Non-economically disadvantaged82%
Students with disability46%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate92%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)86%
Parent education - college graduate86%
Parent education - graduate school/post graduate85%
Parent education - declined to state58%

General Mathematics (Grades 6 & 7 Standards)

All Students63%
Females64%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged62%
Non-economically disadvantaged64%
Students with disability38%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)71%
Parent education - college graduate67%
Parent education - graduate school/post graduate67%
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
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

History - Social Science Grade 8 Cumulative

All Students77%
Females74%
Males79%
African American100%
Asian95%
Filipino80%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged70%
Non-economically disadvantaged82%
Students with disability44%
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate67%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)76%
Parent education - college graduate81%
Parent education - graduate school/post graduate87%
Parent education - declined to state46%

Science

All Students84%
Females83%
Males84%
African American88%
Asian100%
Filipino87%
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged79%
Non-economically disadvantaged87%
Students with disability56%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate67%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)93%
Parent education - college graduate86%
Parent education - graduate school/post graduate91%
Parent education - declined to state69%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students33%
Females28%
Males41%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantaged33%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability34%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talented69%
Parent education - not a high school graduaten/a
Parent education - high school graduate30%
Parent education - some college (includes AA degree)20%
Parent education - college graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students78%
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 disability79%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talented82%
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
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

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 Students85%
Females84%
Males87%
African Americann/a
Asian97%
Filipino71%
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged85%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate81%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)86%
Parent education - college graduate86%
Parent education - graduate school/post graduate97%
Parent education - declined to state82%

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
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

Geometry

All Students59%
Females55%
Males64%
African Americann/a
Asian79%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged54%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented70%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)63%
Parent education - college graduate74%
Parent education - graduate school/post graduate60%
Parent education - declined to state42%

Integrated/Coordinated Science I

All Students68%
Females63%
Males73%
African Americann/a
Asian78%
Filipino71%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged60%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate63%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate82%
Parent education - declined to state38%

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
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

World History

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
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

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
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

Algebra II

All Students60%
Females54%
Males69%
African Americann/a
Asian78%
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged53%
Non-economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented68%
Parent education - not a high school graduate38%
Parent education - high school graduate69%
Parent education - some college (includes AA degree)52%
Parent education - college graduate62%
Parent education - graduate school/post graduate79%
Parent education - declined to state48%

Biology/Life Sciences

All Students80%
Females78%
Males84%
African American71%
Asian94%
Filipino85%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged77%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate64%
Parent education - high school graduate91%
Parent education - some college (includes AA degree)74%
Parent education - college graduate81%
Parent education - graduate school/post graduate95%
Parent education - declined to state74%

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
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

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 Students87%
Females86%
Males88%
African American86%
Asian94%
Filipino93%
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged82%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate65%
Parent education - high school graduate88%
Parent education - some college (includes AA degree)91%
Parent education - college graduate85%
Parent education - graduate school/post graduate95%
Parent education - declined to state89%

Geometry

All Students15%
Females8%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino16%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)20%
Economically disadvantaged21%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only16%
Migrant educationn/a
Gifted and talented30%
Parent education - not a high school graduate15%
Parent education - high school graduate13%
Parent education - some college (includes AA degree)18%
Parent education - college graduate24%
Parent education - graduate school/post graduaten/a
Parent education - declined to state0%

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

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

Science

All Students84%
Females78%
Males90%
African American86%
Asian94%
Filipino73%
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged79%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate69%
Parent education - high school graduate85%
Parent education - some college (includes AA degree)76%
Parent education - college graduate86%
Parent education - graduate school/post graduate95%
Parent education - declined to state82%

World History

All Students70%
Females66%
Males77%
African American58%
Asian86%
Filipino71%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged66%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented80%
Parent education - not a high school graduate46%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)68%
Parent education - college graduate72%
Parent education - graduate school/post graduate90%
Parent education - declined to state58%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Students9%
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

Algebra II

All Students8%
Females6%
Males12%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged8%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talented22%
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate11%
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
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

Chemistry

All Students75%
Females72%
Males78%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged74%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate67%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate96%
Parent education - declined to state81%

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 Students73%
Females73%
Males74%
African American79%
Asian89%
Filipino92%
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged65%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate52%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)78%
Parent education - college graduate81%
Parent education - graduate school/post graduate90%
Parent education - declined to state74%

Geometry

All Students0%
Femalesn/a
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino0%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability0%
English learnern/a
Fluent-English proficient and English only0%
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 Students62%
Females48%
Males75%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged51%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talented73%
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 graduate68%
Parent education - graduate school/post graduate75%
Parent education - declined to state56%

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
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

U.S. History

All Students62%
Females56%
Males70%
African American71%
Asian75%
Filipino62%
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)65%
Economically disadvantaged55%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduate57%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)65%
Parent education - college graduate68%
Parent education - graduate school/post graduate77%
Parent education - declined to state55%

World History

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
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 83% in 2013.

259 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
96%

2011

 
 
95%

2010

 
 
98%
Math

The state average for Math was 84% in 2013.

259 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
94%

2011

 
 
99%

2010

 
 
99%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students99%
Females99%
Males99%
Gender Unknownn/a
African American100%
Asian100%
Filipino100%
Hispanic or Latino99%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged99%
Non-economically disadvantaged98%
Economic Status Unknown100%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students99%
Females99%
Males99%
Gender Unknownn/a
African American100%
Asian100%
Filipino100%
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)98%
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged98%
Economic Status Unknown100%
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 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
White 40%
Hispanic 34%
Asian 14%
Black 5%
American Indian/Alaska Native 1%

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 54%N/AN/A
English language learners 2%N/AN/A

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
College counselor(s)
Computer specialist(s)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
School psychologist
Teacher aid/assistant teacher
Foreign languages spoken by school staff Chinese (Cantonese)
French
Japanese
Korean
Russian
Spanish
Armenian
Read more about programs at this school
Source: Provided by school officials and community members.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

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

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
School facilities
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
Visual arts
  • Ceramics
  • Design
  • Painting
  • Printmaking
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

Health & athletics

Staff resources available to students
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
Note: Data provided by school administrators and community.
School leaders, update and verify information here.
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 339 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
67%
agree
 

Parents

This school

 
64%
 

Students

This school

 
70%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
71%
agree
 

Students

This school

 
65%
 

Employees

This school

 
78%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
74%
agree
 

Parents

This school

 
78%
 

Students

This school

 
58%
 

Employees

This school

 
84%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
51%
agree
 

Parents

This school

 
50%
 

Employees

This school

 
52%
 
Teacher support and opportunities for collaborationWhat's this?

This score measures the percent of employees that agree to strongly agree that this school ensures that teachers work well together, learn from one another, have opportunities for professional development and feel supported by the administration. This score is based on the average of the following LAUSD survey Content Areas: Evaluation (Employees), Opportunities for Involvement (Employees), Professional Development (Employees), Resource Allocation (Employees), Teacher Collaboration and Data Use (Employees).

Close
 
This school
38%
agree
 

Employees

This school

 
38%
 

Based on surveys from:

 RespondentsResponse rate
Parents7632%
Students24466%
Employees1914%

12012-13 Los Angeles Unified School District School Experience Survey

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

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
  • Judith Anderson-Henderson
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

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Computer specialist(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
  • Teacher aid/assistant teacher
Foreign languages spoken by staff
  • Armenian
  • Chinese (Cantonese)
  • French
  • Japanese
  • Korean
  • Russian
  • Spanish
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Accessible via public transportation
  • School shares bus/van with other schools
School facilities
  • Access to sports fields
  • Art room
  • Auditorium
  • Cafeteria
  • College/career center
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Library
  • Music room
  • Parent center
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

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
  • Design
  • Painting
  • Printmaking
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

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.
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
Notice an inaccuracy? Let us know!

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

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools

Discovery School
Los Angeles, CA





Child's World School
Los Angeles, CA


Sage Academy
Los Angeles, CA


ADVERTISEMENT
ADVERTISEMENT