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GreatSchools Rating

South High School

Public | 9-12 | 51 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

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29 reviews of this school


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Posted August 24, 2014

Most of the teachers don't even teach, and when you want to get switched out of their classes to a better teacher, the counselor refuses. This is the whitest and most racist school I've attended. You get racial slurs thrown at you, and when you respond back you're the one that gets sent to the dean. Teachers here are very unfair.
—Submitted by a student


Posted October 24, 2013

South was pretty great for my son. The teachers were very caring and committed. The dean of students was amazing. The principal Scott McDowell was horrendous. He cares about the sports program and the honors program. He did not address parent concerns and was actually not even sympathetic.
—Submitted by a parent


Posted January 16, 2013

south is a pretty good school i think we just need more indoor areas for lunch during the winter...its freezing
—Submitted by a student


Posted October 22, 2012

One of the problems with South High is that the school's policies on bullying are soft or not enforced. Our daughter attended high school here and had to switch schools mid year last semester because of bullying. The school only made the problem worse. Our daughter was bullied on line then attacked by a soccer teammate. Afterwards, the soccer coach actually took a player and team parent vote on who he should kick off the team, and kicked her off even after he was told that our daughter would not be kicked off. The other girl was kicked off and at the end of the year, the coach was told to not let her attend the year-end banquet. When she showed up, he let her attend and also sit right across from our daughter, which made her so upset she had to leave. We have since met other people who had bullying experiences this school that were not addressed.
—Submitted by a parent


Posted August 13, 2012

I loved South. I thought classes were challenging, but not too hard. Some reviews say AP courses make South, but I disagree. I have met students at my Univ. who went to private schools from all over CA and OR, both college prep and religiously based, and I was better or equally prepared for college as they were. I was OVER prepared for English and writing, and thought I would struggle with math. However, I was well above average in math too. Other schools don't require 4 yrs of math, or calculus. South expected both. I had teachers I didn't care for, but I don't think any of my classes were a waste of time. The band program has flourished in recent years, and there are now multiple levels of band, a very competitive marching band, and multiple Jazz bands. I too was slightly annoyed w/ many changes in administration through my years, but saying the principal is not relevant is, in my opinion, wrong. There were a few fights and other behavioral issues, and all were handled with privacy and strict, reasonable punishments by the principal. I never felt that anyone questioned his authority. He is friendly, and remembered my name by my jr. yr., even though I had never been in trouble.
—Submitted by a student


Posted July 5, 2011

great school. i went to a "high class educated" private school for two years and ended my high school yearrs at south high. better than a private school. great teachers and many extracurricular activities for the students. the teachers are very caring. highly recommended school.
—Submitted by a student


Posted January 6, 2011

South High is a really great school for the most part. The AP programs are definitely what makes it so. Regular classes were really easy for me, the kids that didn't understand often weren't listening in class (texting, talking, etc ) or didn't read the book. Not all the teachers were very good, but there were teachers (especially math teachers) that were outstanding. Some would help students from previous years with homework during lunch or during their grading period. There were students that would come visit even when they were in college to get help.The chemistry teacher and the physics teacher I had were also always willing to take time to help if a student needed it. As for students succeeding in college, AP courses are definitely going to prepare you better than regular courses no matter what school you are attending. Universities expect you to teach yourself to a large extent; you have to be motivated in order to do well. The reason regular classes don't prepare you for college is because the workload is too light.
—Submitted by a student


Posted June 22, 2010

South High seems to care more about the AP students at the expense of the regular students. The AP students don't need any help. They will succeed no matter what college they go to. It's the average students who need more help so they can go to college and succeed. As a full time nurse, I work at night so I can't help the kids with their homework, which are given by the mediocre teachers who don't explain them well.
—Submitted by a parent


Posted November 24, 2009

The Honors and AP program at South is nothing short of outstanding. My kids all participated in this curriculum and all are attending good universities. All three had several of the same teachers and would come home every day talking about something really great they did in chemistry, calculus or history. I can't really comment on the regular program but some of the AP and Honors teachers teach regular classes as well, so I can't image they are as bad as some claim. I also have no idea where the criticism of the administration comes from. The principal is an outstanding leader and is more concerned with education than CYA like most principals.
—Submitted by a parent


Posted September 16, 2009

South High School has one of the best ratings in the South Bay. Their STAR scores are fantastic; their staff is knowledgeable, caring and communicative; the campus is inviting and conducive to learning.
—Submitted by a parent


Posted November 8, 2008

School seems leaderless or unmotivated towards any purpose. The classes hammer of standards (which are questionable as absolute need to know material), but spark, life something could be shown from the top down to motivate. Uninterested, bored, tired, lazy. My kid does will and will move on fine, but he and his friends make it what it is for themselves.
—Submitted by a parent


Posted October 26, 2008

I am responding to the most recent posting...'the administration at this school is irrelevant' and the posting of Sept. 4th which says 'hammering away at standards constantly'. You are criticizing the wrong group. The school admin and teachers are only doing what the state/fed levels demand. All monies are based on test scores so what do you expect... It is not the school's fault. If you want passion and critical thinking, then contact Sacramento and Wash. D.C. and hammer at them to revise the awful 'No Child Left Behind Act' bipartisan law that is the root of this problem. All the schools whether elementary, middle or high school, are in the same boat, constrained by the same problem - the 'No Child Left Behind Act' as test scores = funding.
—Submitted by a parent


Posted October 25, 2008

The administration at this school is irrelevant unless getting by is the standard. The consistent hammering away on standards has actually dumbed down classes to facts, facts, and more facts. If this is a premiere school, as it is sometimes known, then somehow problem solving, creative thinking, innovation shoud be a goal. It is safe. The folks show up. Finances are always a topic in class on what they don't have and can't do. I doubt if it really would make a difference. Spark! Passion! Interest! Maybe the voters could vote on providing these things to the schools. It might be better than money.


Posted September 4, 2008

This school is the prime high school in Torrance but does not act like it. The curriculum is rigorous if AP courses are the test for that, but the interest level in success at the school is missing. The administrators seem to be always new and from some middle school and the principal seems to be unconcerned about most things. He certainly is not memorable or inspiring. He is just there. The staff is a motley crew of folks who are interested in what they do, and folks who seem to put in time hammering away at standards constantly. If this is the flag ship of Torrance, the flag needs to be passed to a school that seems to be more energized.


Posted August 28, 2008

My daughter had a severe injury last year, breaking both her arms. She was required to miss about 8 weeks of school. The counseling staff, administrators and teachers were wonderful. One of her teachers came to our house every day so that she was able to stay up to speed in all of her classes. They also assisted her in the process of getting back into her classes.
—Submitted by a parent


Posted June 17, 2008

I started at this school in the 10th grade after finishing at a 6-9th grade middle school in the midwest. I was very disappointed at the lack of attention the counselors provided. I don't even remember seeing a counselor my whole 3 years there. I was also forced into a college prep class that I don't believe I was ready for and subsequently did not grade very well in. Also, the math level that TUSD places high school students in is one year below the midwest school district that I came from. Wish I would have never left but unfortunately had no choice.


Posted May 27, 2008

I was a honor student during my school year at this school and the teachers are pretty good at honor classes. Although, when I then have to take classes that are regular classes to fill my requirements, the teachers seem to be more process oriented than working with the students.
—Submitted by a parent


Posted September 10, 2007

Great schools. Teachers. Curriculum. Rigorous. As far as staff is concerned, administration ..not very good at all.
—Submitted by a parent


Posted January 31, 2007

Some classes, especially Honors and AP have excellent teachers. Many classes have teachers who don't seem to care. Time for a change in administration to someone stronger with more student centered interests. School atmosphere needs to be revitalized.
—Submitted by a parent


Posted October 29, 2006

As a parent of a former Special Needs Student there, I can say that not only the Teachers but the students as well were excellent. The Best Buddies Program is wonderful! They showed how much they care and worked hard to make sure my daughter had fun! I especially loved how they'd call to keep in touch. The Teachers all knew my daughter and regular Ed. Students and would greet her with much enthusiasm! South High has programs that also helped tutor and train my child for the outside world with SCROC. My child can now support herself. Her older brother now asks her for money!..*smiles*. My daughter loves her life, and she strives to work harder everyday and socializes very well. She now attends El Camio College...and loves life!...Kudos to South High School.. with much love, Mr & Mrs. Rigsby (parents of 2004 student)
—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

875

Change from
2012 to 2013

-1

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

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

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

875

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

-1

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 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

6 / 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.

169 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
30%

2011

 
 
37%

2010

 
 
39%
Algebra II

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

60 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%

2011

 
 
98%

2010

 
 
80%
Biology/Life Sciences

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

351 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%

2011

 
 
90%

2010

 
 
74%
Earth Science

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

173 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
54%

2011

 
 
44%

2010

 
 
33%
English Language Arts

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

530 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%

2011

 
 
81%

2010

 
 
80%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

306 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
62%

2011

 
 
58%

2010

 
 
37%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
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

 
 
24%

2011

 
 
14%

2010

 
 
12%
Algebra II

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

287 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
46%

2011

 
 
37%

2010

 
 
33%
Biology/Life Sciences

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

152 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
64%

2011

 
 
69%

2010

 
 
47%
Chemistry

The state average for Chemistry was 46% in 2013.

326 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
70%

2011

 
 
54%

2010

 
 
57%
Earth Science

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

36 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
56%

2011

 
 
20%

2010

 
 
19%
English Language Arts

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

509 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
79%

2011

 
 
69%

2010

 
 
72%
Geometry

The state average for Geometry was 15% in 2013.

120 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
26%

2011

 
 
20%

2010

 
 
5%
High School (Summative) Mathematics (Grade 9-11)

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

62 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
98%

2011

 
 
81%

2010

 
 
83%
Science

The state average for Science was 54% in 2013.

513 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%

2011

 
 
71%

2010

 
 
69%
World History

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

515 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
75%

2011

 
 
69%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
10%

2011

 
 
20%

2010

 
 
8%
Algebra II

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

99 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
17%

2011

 
 
8%

2010

 
 
9%
Biology/Life Sciences

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

161 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
73%

2011

 
 
69%

2010

 
 
69%
Chemistry

The state average for Chemistry was 32% in 2013.

110 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
41%

2011

 
 
56%

2010

 
 
34%
Earth Science

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

68 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
71%

2011

 
 
66%

2010

 
 
59%
English Language Arts

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

461 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
70%

2011

 
 
69%

2010

 
 
60%
Geometry

The state average for Geometry was 8% in 2013.

46 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
14%

2011

 
 
6%

2010

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

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

295 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
50%

2011

 
 
57%

2010

 
 
51%
Physics

The state average for Physics was 58% in 2013.

63 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
82%

2011

 
 
74%

2010

 
 
66%
U.S. History

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

464 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
70%

2011

 
 
72%

2010

 
 
65%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
39%
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 Students43%
Females52%
Males33%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged39%
Not economically disadvantaged44%
Students with disability29%
Students with no reported disability45%
English learner40%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)41%
Parent education - college graduate43%
Parent education - graduate school/post graduate47%
Parent education - declined to state40%

Algebra II

All Students92%
Females91%
Males92%
African Americann/a
Asian91%
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)90%
Economically disadvantagedn/a
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate88%
Parent education - graduate school/post graduate90%
Parent education - declined to state94%

Biology/Life Sciences

All Students87%
Females89%
Males86%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged88%
Not economically disadvantaged87%
Students with disability33%
Students with no reported disability90%
English learner55%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)80%
Parent education - college graduate89%
Parent education - graduate school/post graduate90%
Parent education - declined to state89%

Earth Science

All Students43%
Females39%
Males48%
African Americann/a
Asian40%
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged34%
Not economically disadvantaged46%
Students with disability31%
Students with no reported disability46%
English learner13%
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 graduate30%
Parent education - some college (includes AA degree)54%
Parent education - college graduate48%
Parent education - graduate school/post graduate42%
Parent education - declined to state41%

English Language Arts

All Students87%
Females90%
Males85%
African American71%
Asian90%
Filipino100%
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged76%
Not economically disadvantaged89%
Students with disability57%
Students with no reported disability89%
English learner27%
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate55%
Parent education - some college (includes AA degree)90%
Parent education - college graduate89%
Parent education - graduate school/post graduate92%
Parent education - declined to state90%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students69%
Females67%
Males70%
African Americann/a
Asian82%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged71%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)71%
Parent education - college graduate65%
Parent education - graduate school/post graduate69%
Parent education - declined to state69%

Integrated/Coordinated Science I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not 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

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
Not 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
Not 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%
Females25%
Males9%
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)12%
Economically disadvantagedn/a
Not economically disadvantaged17%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only15%
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 graduate18%
Parent education - graduate school/post graduaten/a
Parent education - declined to state29%

Algebra II

All Students51%
Females56%
Males46%
African Americann/a
Asian58%
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)47%
Economically disadvantaged39%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate25%
Parent education - some college (includes AA degree)34%
Parent education - college graduate56%
Parent education - graduate school/post graduate72%
Parent education - declined to state49%

Biology/Life Sciences

All Students51%
Females52%
Males49%
African Americann/a
Asian57%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)49%
Economically disadvantaged50%
Not economically disadvantaged51%
Students with disability38%
Students with no reported disability53%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)56%
Parent education - college graduate59%
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Chemistry

All Students55%
Females50%
Males60%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged39%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented84%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)31%
Parent education - college graduate52%
Parent education - graduate school/post graduate81%
Parent education - declined to state52%

Earth Science

All Students28%
Females30%
Males23%
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)23%
Economically disadvantagedn/a
Not economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability26%
English learner13%
Fluent-English proficient and English only38%
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 Students78%
Females79%
Males75%
African American64%
Asian84%
Filipino70%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged68%
Not economically disadvantaged78%
Students with disability68%
Students with no reported disability78%
English learner8%
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)67%
Parent education - college graduate77%
Parent education - graduate school/post graduate91%
Parent education - declined to state80%

Geometry

All Students19%
Females15%
Males24%
African Americann/a
Asian31%
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)17%
Economically disadvantaged11%
Not economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability18%
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 graduate8%
Parent education - some college (includes AA degree)18%
Parent education - college graduate25%
Parent education - graduate school/post graduaten/a
Parent education - declined to state22%

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

All Students90%
Females85%
Males96%
African Americann/a
Asian95%
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)94%
Economically disadvantagedn/a
Not economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented95%
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 graduate91%
Parent education - graduate school/post graduate100%
Parent education - declined to state90%

Science

All Students73%
Females70%
Males78%
African American64%
Asian80%
Filipino50%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged62%
Not economically disadvantaged75%
Students with disability64%
Students with no reported disability74%
English learner13%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)65%
Parent education - college graduate70%
Parent education - graduate school/post graduate88%
Parent education - declined to state76%

World History

All Students64%
Females58%
Males72%
African American38%
Asian69%
Filipino50%
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged53%
Not economically disadvantaged66%
Students with disability50%
Students with no reported disability65%
English learner17%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)53%
Parent education - college graduate67%
Parent education - graduate school/post graduate79%
Parent education - declined to state65%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students29%
Females23%
Males35%
African Americann/a
Asian27%
Filipinon/a
Hispanic or Latino26%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)35%
Economically disadvantaged33%
Not economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only30%
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)24%
Parent education - college graduate29%
Parent education - graduate school/post graduate59%
Parent education - declined to state20%

Biology/Life Sciences

All Students82%
Females82%
Males83%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged85%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)65%
Parent education - college graduate86%
Parent education - graduate school/post graduate84%
Parent education - declined to state84%

Chemistry

All Students54%
Females42%
Males64%
African Americann/a
Asian62%
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged41%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)33%
Parent education - college graduate50%
Parent education - graduate school/post graduate79%
Parent education - declined to state44%

Earth Science

All Students60%
Females58%
Males63%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged37%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability60%
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)60%
Parent education - college graduate65%
Parent education - graduate school/post graduate73%
Parent education - declined to state55%

English Language Arts

All Students77%
Females77%
Males78%
African Americann/a
Asian85%
Filipino54%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged58%
Not economically disadvantaged80%
Students with disability47%
Students with no reported disability78%
English learner17%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)71%
Parent education - college graduate81%
Parent education - graduate school/post graduate86%
Parent education - declined to state74%

Geometry

All Students17%
Females15%
Males19%
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)23%
Economically disadvantaged13%
Not economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability18%
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)14%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state25%

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

All Students59%
Females51%
Males67%
African Americann/a
Asian73%
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantaged40%
Not economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)31%
Parent education - college graduate59%
Parent education - graduate school/post graduate65%
Parent education - declined to state65%

Physics

All Students69%
Females65%
Males70%
African Americann/a
Asian78%
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)66%
Economically disadvantagedn/a
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented95%
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 graduate65%
Parent education - graduate school/post graduate65%
Parent education - declined to state89%

U.S. History

All Students77%
Females70%
Males85%
African Americann/a
Asian83%
Filipino62%
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged66%
Not economically disadvantaged79%
Students with disability33%
Students with no reported disability79%
English learner26%
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)65%
Parent education - college graduate82%
Parent education - graduate school/post graduate86%
Parent education - declined to state77%

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
Not 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.

525 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
94%

2010

 
 
94%
Math

The state average for Math was 84% in 2013.

526 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
95%

2010

 
 
92%
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 Students94%
Females95%
Males94%
Gender Unknownn/a
African American100%
Asian95%
Filipino95%
Hispanic or Latino88%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Declined to state100%
Economically disadvantaged90%
Not economically disadvantaged93%
Economic Status Unknown97%
Students with disability78%
Tested with modificationsn/a
English learner42%
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students97%
Females97%
Males97%
Gender Unknownn/a
African American100%
Asian99%
Filipino100%
Hispanic or Latino91%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)97%
Declined to state100%
Economically disadvantaged93%
Not economically disadvantaged97%
Economic Status Unknown98%
Students with disability89%
Tested with modificationsn/a
English learner81%
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 44%
Asian 31%
Hispanic 14%
Black 3%
Two or more races 3%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 14%N/AN/A
English language learners 5%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

This school has not yet provided program information.


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4801 Pacific Coast Highway
Torrance, CA 90505
Phone: (310) 533-4352

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