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GreatSchools Rating

Port Of Los Angeles High School

Charter | 9-12

 

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Living in San Pedro

Situated in an urban neighborhood. The median home value is $329,300. The average monthly rent for a 2 bedroom apartment is $1,270.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted April 11, 2014

As a current student, I would like the parents of this site to strongly reconsider sending your son or daughter here. The bullying is absolutely out of control, and the administration does nothing about it. And we get so much homework, if we get home at 3:30 pm, we won't be done until at least dinner time. And that's if we take zero breaks for relaxation, a snack, a nap, etc., and that's not including time to study. We have several tests per week. The staff does their very best to catch students walking in hallways during break and lunch (yes, we get harsh punishments for walking in the hallways, wearing socks that aren't black or white, wearing certain shoelaces...) We have the most ridiculous rules. The teachers and staff like to publicly humiliate students. They treat us like absolute trash. I won't be back next year.


Posted February 9, 2014

Its great..would have loved for my kids to go to Pedro High like I did but I wouldn't Change it for anything. They may have to look for a new campus soon.. I see alot of kids wanting to transfer already especially girls wanting to play softball and kids just tired of the chaos at LA city public schools. The staff and administrators are the best. You wont regret sending you're child there.
—Submitted by a parent


Posted October 24, 2013

My daughter has attended this school and enjoys the challenge with the academics. The teachers are well qualified and there are plenty of tutoring through out the week if needed. Great school to send your high school child.
—Submitted by a parent


Posted May 24, 2013

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


Posted May 6, 2013

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.


Posted June 29, 2012

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


Posted January 25, 2012

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


Posted May 17, 2010

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


Posted February 23, 2010

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


Posted November 13, 2008

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


Posted October 2, 2008

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


Posted August 7, 2008

I love this school I think that its better then most of the other school in pedro
—Submitted by a student


Posted April 29, 2008

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


Posted August 27, 2007

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 a parent


Posted August 27, 2007

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 a parent


Posted October 6, 2006

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 a parent


Posted October 5, 2006

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


Posted June 21, 2006

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 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

834

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

10 / 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

834

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

-6

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)

9 / 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)

10 / 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.
Algebra I

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

118 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
51%

2011

 
 
22%

2010

 
 
13%
Algebra II

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

13 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
54%

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

47 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%

2011

 
 
92%

2010

 
 
78%
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.

242 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
72%

2011

 
 
62%

2010

 
 
56%
General Mathematics (Grades 6 & 7 Standards)

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

34 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
37%

2011

 
 
19%

2010

 
 
6%
Geometry

The state average for Geometry was 45% in 2013.

79 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
78%

2011

 
 
54%

2010

 
 
37%
Integrated/Coordinated Science I

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

202 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
50%

2011

 
 
41%

2010

 
 
36%
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.

39 students were tested at this school in 2013.

2013

 
 
15%

2012

 
 
12%

2011

 
 
3%

2010

 
 
4%
Algebra II

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

45 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
44%

2011

 
 
33%

2010

 
 
19%
Biology/Life Sciences

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

202 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
63%

2011

 
 
51%

2010

 
 
50%
Chemistry

The state average for Chemistry was 46% in 2013.

23 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
64%

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.

231 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
71%

2011

 
 
52%

2010

 
 
52%
Geometry

The state average for Geometry was 15% in 2013.

118 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
27%

2011

 
 
22%

2010

 
 
7%
High School (Summative) Mathematics (Grade 9-11)

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

17 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

231 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
66%

2011

 
 
62%

2010

 
 
58%
World History

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

232 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
66%

2011

 
 
48%

2010

 
 
45%
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

 
 
27%

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

 
 
10%

2012

 
 
23%

2011

 
 
8%

2010

 
 
4%
Biology/Life Sciences

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

29 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
88%

2011

 
 
n/a

2010

 
 
25%
Chemistry

The state average for Chemistry was 32% in 2013.

92 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
45%

2011

 
 
34%

2010

 
 
33%
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.

227 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
67%

2011

 
 
54%

2010

 
 
50%
Geometry

The state average for Geometry was 8% in 2013.

35 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
25%

2011

 
 
13%

2010

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

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

56 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
48%

2011

 
 
36%

2010

 
 
23%
Physics

The state average for Physics was 58% in 2013.

20 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
91%

2011

 
 
76%

2010

 
 
n/a
U.S. History

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

232 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
69%

2011

 
 
57%

2010

 
 
55%
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

Algebra I

All Students38%
Females43%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged38%
Non-economically disadvantaged39%
Students with disability18%
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)47%
Parent education - college graduate44%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students69%
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 disability69%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students92%
Females86%
Males96%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged95%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
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)100%
Parent education - college graduate100%
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 Students71%
Females76%
Males66%
African American46%
Asiann/a
Filipino91%
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged70%
Non-economically disadvantaged72%
Students with disability25%
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate71%
Parent education - high school graduate67%
Parent education - some college (includes AA degree)72%
Parent education - college graduate78%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students21%
Females18%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged23%
Non-economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only19%
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)20%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students72%
Females65%
Males79%
African Americann/a
Asiann/a
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)73%
Economically disadvantaged76%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate82%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)65%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Integrated/Coordinated Science I

All Students52%
Females48%
Males58%
African American23%
Asiann/a
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)62%
Economically disadvantaged54%
Non-economically disadvantaged52%
Students with disability17%
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)55%
Parent education - college graduate53%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

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 Students15%
Females18%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged24%
Non-economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only16%
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)9%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students64%
Females54%
Males76%
African Americann/a
Asiann/a
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)n/a
Economically disadvantaged64%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
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)63%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students63%
Females56%
Males70%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged57%
Non-economically disadvantaged66%
Students with disability21%
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)62%
Parent education - college graduate76%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

Chemistry

All Students78%
Females64%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
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 disadvantaged76%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only78%
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 Students73%
Females75%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged64%
Non-economically disadvantaged77%
Students with disability29%
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate74%
Parent education - some college (includes AA degree)77%
Parent education - college graduate73%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Geometry

All Students35%
Females38%
Males31%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged31%
Non-economically disadvantaged37%
Students with disabilityn/a
Students with no reported disability36%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate29%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)21%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students71%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
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)n/a
Economically disadvantagedn/a
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
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 Students74%
Females72%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged72%
Non-economically disadvantaged76%
Students with disability35%
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate68%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)78%
Parent education - college graduate83%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

World History

All Students69%
Females62%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged59%
Non-economically disadvantaged75%
Students with disability35%
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate58%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)74%
Parent education - college graduate78%
Parent education - graduate school/post graduate71%
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 Students27%
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 only27%
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 Students10%
Females6%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged5%
Non-economically disadvantaged13%
Students with disabilityn/a
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)18%
Parent education - college graduate14%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students52%
Females54%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged25%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only58%
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 Students46%
Females37%
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged54%
Non-economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)47%
Parent education - college graduate52%
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 Students63%
Females64%
Males60%
African American81%
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged55%
Non-economically disadvantaged67%
Students with disability8%
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)65%
Parent education - college graduate72%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a

Geometry

All Students9%
Females8%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged9%
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only9%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students47%
Females31%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged31%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability45%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)27%
Parent education - college graduate43%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students85%
Femalesn/a
Males82%
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 disadvantaged82%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
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 Students73%
Females69%
Males80%
African American88%
Asiann/a
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)80%
Economically disadvantaged71%
Non-economically disadvantaged75%
Students with disability33%
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate70%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)76%
Parent education - college graduate83%
Parent education - graduate school/post graduate64%
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

English Language Arts

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

205 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
93%

2010

 
 
93%
Math

The state average for Math was 84% in 2013.

206 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
91%

2010

 
 
91%
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 Students96%
Females96%
Males96%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino96%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged93%
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disability69%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females97%
Males97%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino98%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to staten/a
Economically disadvantaged96%
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disability79%
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 State average
Hispanic 67% 52%
Two or more races 20% 3%
Black 6% 6%
Asian or Asian/Pacific Islander 5% 11%
Hawaiian Native/Pacific Islander 2% 1%
American Indian/Alaska Native 1% 1%
White 0% 26%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Female 54%N/A48%
Male 46%N/A51%
Students eligible for free or reduced-price lunch program 1%N/A55%
Source: NCES, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
College counselor(s)
Dance teacher(s)
PE instructor(s)
Poetry/Creative writing teacher(s)
School psychologist
Tutor(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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by verifying community responses, adding program highlights
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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Dance teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Performance stage
Performing and written arts
  • Creative writing
  • Dance
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • Spanish

Health & athletics

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

School basics

School Leader's name
  • James Cross
Fax number
  • (310) 832-1605

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Assistant principal(s)
  • College counselor(s)
  • Dance teacher(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • School psychologist
  • Tutor(s)
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
  • Auditorium
  • Cafeteria
  • Garden/Greenhouse
  • Gym
  • Performance stage
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
  • Sailing
  • Soccer
  • Volleyball
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Sailing
  • Soccer
  • Softball
  • Volleyball

Arts & music

Performing arts
  • Creative writing
  • Dance
Media arts
  • Video / Film production
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!

250 West Fifth Street
San Pedro, CA 90731
Website: Click here
Phone: (310) 832-9201

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