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Teacher quality
Principal leadership
Parent involvement
Awesome! Great for academics and for extracurricular activities (WARNING: no football of swimming). A lot of options, including a sailing team! This is a commercial building restructured for academics, so it is more like a college campus than a high school campus. Athletics are done a Daniels Field, 22nd Street Park & Peck Park. There is not traditional cafeteria (lousy food anyway) but vending machines & microwaves with vendors also offering lunches (pizza, Chinese chicken salad, etc) for reasonable prices. Our child LOVES this school! When offered an opening at the SP Holguin campus she declined (many friends at both campuses). Teachers are dedicated, caring, and all are physically fit. Tutoring is offered daily plus every other Saturday. A great school where the students can be and are proud of their school. Students are encouraged to be independent and self reliant.
—Submitted by a parent
I am a student (Junior) at POLAHS. This is my first year here as I transferred from a public school. I would not advise parents to send their kids here if they want to play sports...or really do anything extracurricular based at all. First off, let me say, the facilities are at the most bottom-level possible. POLAHS does not have: a gym (or locker rooms) [they hold PE outside (even on hot, 90 degree days)], a commons, they don't even have a cafeteria; they have vendors come and sell food at ridiculous 3 dollars for a 4.5-5 inch sandwich (with no drink), which is way too much for a school to charge kids; and when the vendors do not show up, like last Friday, what does the school do about it? They gave a note to students saying they were "very disappointed" with the vendors..unacceptable for a school to allow that. On another note, the school really is solely academics. The 'elective' classes they offer are things such as "history of the port" and "economics," doesn't sound like electives to me. The kids here hate the school and are immature. That's the biggest difference that I saw when moving. The way the school treats students, it does not allow the children to mature...at all.
Excellent. My daughter graduated class of 2012. She only attended POLAHS for 2 1/2 after 1.5 yrs at Warren in Downey. I must say the staff, teachers and administrators are all top notch! Just awesome. She's headed off to college this fall and I thank Mr. Scotti (principal) and all of the teachers for her education. Also thanks to my neighbor Mr. C. who told me about this class A school!
—Submitted by a parent
GREAT SCHOOL. ALL MY GIRLS ARE CURRENTLY ATTENDING THIS SCHOOL AND THEY LOVE IT. THEY MIGHT NOT HAVE EVERYTHING OTHER SCHOOLS HAVE BUT ITS A WONDERFUL SCHOOL WITH WELL RESPECTFUL STUDENTS. I HAVE ATTENDED SPORT GAMES AT OTHER SCHOOLS AND THERE STUDENTS ARE RUDE AND DISRESPECTFUL AND WHEN YOU ATTEND A POLAHS HOME GAME YOU COULD SEE THE DIFFERENCE IN OUR STUDENTS WHICH I LOVE. SIMPLY THE BEST. I AM VERY GRATEFUL MY GIRLS ATTEND POLAHS.
—Submitted by a parent
My daughter has attended this school for three years and it has been a great positive experience for her. I recommend the school to parents who want a better education for thier children. The teachers and principal really do care. In the three years she has been here the school has grown and is headed in a good direction. Go POLAH
—Submitted by a parent
Both my children went to private Christian schools. I never thought I could send my child to a Los Angeles public school because of its poor education quality (sorry) but POLAHS is totally different. The first thing that caught my attention when the principal walked us through the whole school on our first visit, which lasted 1 1/2 hours, was that you won't find vandalism anywhere, the students were all attentive in the classrooms (yes, we got the chance to visit classrooms too - Unannounced!) and no one's loitering. It felt like a private school setting. I would definitely recommend this school to my friends and family.
—Submitted by a parent
I think this school is the best out there because of its small classes, wonderful teachers. i believe that every students learns more in this school. The unfiorm thing its so that we could pay more attention to school then to what we are going to wear or look at what he/she is wearing. I would recommend all the parents out there that if you want your child to suceed in school send them to Port of Los Angeles High School.
—Submitted by a student
I hate the school. Its too small the uniform is horrible and my parents love it Im in the worst place ever. Dont send your kids there. My parents promote this school well, but they see it as great I disagree.
—Submitted by a student
I love this school I think that its better then most of the other school in pedro
—Submitted by a student
I understand that the current rating of the school is not accurately reflected on this site, at this time. It is not the fault of the site but rather a reflection of the fact that all of the numbers are not yet in-- the first graduating class will matriculate in June of 2009. This school is 'all-business', and we're exceptionally happy with the academic results that independent testing has verified. A basketball coach has been hired for the fall of 2008, and the Port of Los Angeles High School continues to expand. We can't say enough about what this school has meant to us.
—Submitted by a parent
As a former teacher, I've hesitated for some time to write a review. Why? My stepson attends www.polahs.net, and it's tempting to keep this 'Quality School' to ourselves! If people read the professional bios at the school's website, would they come stampeding here in droves? If the word got out that its test scores were close to those of Palos Verdes, would its 'private-school'-like atmosphere change? After thoroughly investigating the school, however, I've concluded that POLA's highly competent staff and administration are more than ready for, and excited about, its continued expansion, so I'm finally ready to say it: the Port of Los Angeles High School unquestionably 'Stands and Delivers'. Terri Hamel, step-parent Catchingwaves@excite.com
—Submitted by Terri Hamel, a parent
The Port of Los Angeles High School provides an outstanding, positive academic and social environment for student learning and personal growth that is fueled by visionary leadership. Mike Estes, parent
—Submitted by Mike Estes, a parent
This school is the best! I absolutely recommend it for parents who want their children in a school with small class size, great teachers and a truly caring principal.
—Submitted by Susan Gonzalez, a parent
it's okay they just need more programs to get then focus. they did have dance it would be nice if they have it again.
—Submitted by a student
This is the most wonderful school my child has ever attended. The principal is wonderful and I would recommend this school to anyone who asked!
—Submitted by Dannielle Ironfield, a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 49% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 25% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
15 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
229 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
207 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
215 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
238 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
126 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
237 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
242 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
231 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
20 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
34 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
235 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 51% |
| Females | 57% |
| Males | 45% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 44% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 54% |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 42% |
| Students with no reported disability | 53% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 100% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 72% |
| Females | 75% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 77% |
| Students with disability | 24% |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 25% |
| Males | 47% |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 27% |
| Non-economically disadvantaged | 45% |
| Students with disability | 21% |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 37% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 68% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 82% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 45% |
| Males | 55% |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | 47% |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 58% |
| Students with disability | 21% |
| Students with no reported disability | 54% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 12% |
| Females | 13% |
| Males | 8% |
| African American | n/a |
| Hispanic or Latino | 4% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 15% |
| Students with disability | n/a |
| Students with no reported disability | 12% |
| English learner | n/a |
| Fluent-English proficient and English only | 13% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 0% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 44% |
| Females | 35% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 60% |
| Males | 67% |
| African American | 60% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 64% |
| Students with disability | 18% |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 64% |
| Females | 50% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 72% |
| Males | 70% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 73% |
| Students with disability | 33% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 60% |
| Parent education - declined to state | n/a |
| All Students | 27% |
| Females | 24% |
| Males | 31% |
| African American | 27% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| White (not Hispanic) | 19% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 29% |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | n/a |
| Fluent-English proficient and English only | 28% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 14% |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 59% |
| Males | 76% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 68% |
| Students with disability | 52% |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 67% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 61% |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 61% |
| Males | 72% |
| African American | 88% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 68% |
| Students with disability | 23% |
| Students with no reported disability | 71% |
| English learner | 18% |
| Fluent-English proficient and English only | 68% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 58% |
| Parent education - high school graduate | 60% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 73% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 23% |
| Females | 19% |
| Males | 26% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 29% |
| Economically disadvantaged | 8% |
| Non-economically disadvantaged | 32% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 30% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 83% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 45% |
| Females | 40% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 45% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 33% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 52% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 64% |
| Males | 70% |
| African American | 87% |
| Asian | n/a |
| Filipino | 92% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 71% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 72% |
| Students with disability | 13% |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | n/a |
| All Students | 25% |
| Females | 17% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 17% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 27% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 26% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 45% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 51% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 100% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 65% |
| Males | 75% |
| African American | 81% |
| Asian | n/a |
| Filipino | 92% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 75% |
| Students with disability | 21% |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 59% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 64% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
227 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
229 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 96% |
| Females | 97% |
| Males | 93% |
| African American | 94% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Declined to state | n/a |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | 78% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| All Students | 97% |
| Females | 96% |
| Males | 99% |
| African American | 100% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Declined to state | n/a |
| Economically disadvantaged | 89% |
| Non-economically disadvantaged | 99% |
| Economic Status Unknown | 100% |
| Students with disability | 94% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 60% | 49% | ||
| White | 20% | 28% | ||
| African American | 12% | 7% | ||
| Filipino | 3% | 3% | ||
| Multiple or No Response | 3% | 3% | ||
| Asian | 2% | 8% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Pacific Islander | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 51% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 100% | 85% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 3 | N/A | 11 |
| Average years teaching | 5 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 70% | N/A | 96% |
| Emergency credential or waiver | 7% | N/A | 2% |
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250 West Fifth Street
San Pedro,
CA 90731
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