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GreatSchools Rating

High Tech La School

Charter | 9-12 | 380 students

College Preparatory, Robotics, Internships, Rigor

 

Living in Van Nuys

Situated in an urban neighborhood. The median home value is $283,000. 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:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted August 29, 2013

HTLA was the best high school environment for our son. It is a warm, caring environment where the teachers, staff and peers help each other to succeed. It is a challenging, collaborative environment where group projects and public speaking are a major part of the academic experience. Coming into high school, these areas were certainly challenging for our son but because of HTLA's collaborative curriculum, he is now confident and successful in these areas. They have a dedicated college counselor that begins communicating with the students in 9th grade. Her success in helping the students find a proper college and also merit/financial aid/ grants is astonishing. Our son just completed his first year of college and was extremely prepared. Not only was he accepted into great colleges including Berkeley, UCSD, UCI, UCDAVIS, Santa Clara, Pitzer, Occidental, Cal Poly San Luis, Colorado School of Mines, and several others, but he was also awarded merit aid for his academic achievements. All of his peers also were accepted into great schools and also received attractive financial offers. For those that want to really succeed here, all the resources are certainly provided!
—Submitted by a parent


Posted June 15, 2013

I am currently a student at HTLA going into 11th grade and have struggled for the past two years. First off the school most likely uses the same amount of technology with the same quality as majority of other high schools. The school's campus is small and appealing to the eye but there is not much going on. There is tons of homework that I've basically lost my social life although the work load is similar to what is to come in college it is just very stressful. Because of all the work it is harder to succeed. I believe if I were in an ordinary high school I would have gotten much better grades. Yes the school is very good at preparing kids for college but I feel like I could of gotten into a better college in another school. Honestly if your kid is not interested in robotics and engineering them don't send them here because there aren't many clubs and there are absolutely no sports. It is not a school for finding your self interests.


Posted October 5, 2012

Seeing that there are a lack of student reviews on here, I find this review appropriate. I can definitely say that this school has prepared me properly for college because of how the actual school is operated. The length of the classes reflect what a real college would have, which is about an hour and a half. There are no bells, which promotes students to arrive to class on time, and the teachers do care about their students. It is funny how other reviews say that the teachers do not care, but you have to go to them for help then they will give you more information than you need. This school is truly a college preparatory school because of how this school operates which has made college easier than high school.
—Submitted by a student


Posted March 2, 2012

It's funny that many of the parents love the school but the students don't. It's true that when a small group of students are to blame for something, the entire student body is held accountable. "Unfair!" they shout. But since this is primarily about whether kids have to wear a uniform on Fridays or not, it doesn't matter much to me, but obviously the kids care, and because of that, so should we. The technology is just pathetic for a school calling itself high tech high but they seem to be working to correct that. The support staff is amazing and helpful. A couple teachers should be let go - they bristle if you question them (the principal defends them to the death). The rest are quite good and even if they make mistakes, they own up to them and try hard - what else can you expect? No one is perfect. English, History, Math and Science all have phenomenal teachers. They need an art and music program very badly and it's unfortunate that they do not value the arts. It's a glaring omission. There is a real connection between math and music, but it's missing entirely here. Lastly, most of the kids leave school by senior year. Now THAT you should think about.
—Submitted by a parent


Posted January 27, 2012

The school is only good if your student is highly academic. If they struggle at all, forget about Hi Tech. Teachers don't care unless a 504 is in place and they have to. And even at that they are not really supportive to parents. There is also no team sports or arts/ music programs available. Principal is probably the worst I have ever encountered. She lacks professional aptitude and compassion. My son won't be returning next year. Horrible experience.
—Submitted by a parent


Posted September 27, 2011

My son is a senior at HTLA. I have never seen more brilliant teachers and caring staff. Not only will you have a top education in a small classroom environment...you get college advice EVERY year of your child's high school experience. Also, really DON'T let the name fool you. I think the English, and History classes are stellar. My son is getting scholarship already, and this is because we have such great college advisers on staff.
—Submitted by a parent


Posted May 23, 2011

Like others on this thread, I think this school is excellent but for a couple of teachers. Yes, that's the case at most schools, but it should be noted that a couple of the teachers (in the early & later grades) routinely fail to promptly post grades and pointedly single out students with snide remarks who inquire about such, thus creating a atmosphere where students fear addressing concerns with the teacher. In a small school environment such as HTLA, that is a serious issue that affects academic performance. The irony is obvious since the school places great emphasis on student responsibility yet certain teachers disdain it. It's unfortunate because these teachers, as one student notes on this thread, are not quality teachers and blame the students for failures that are, in fact, their own.
—Submitted by a parent


Posted May 23, 2011

The excellent education my son received from High Tech High -L.A. has served him well as he enters his senior year at one of the top engineering schools in this country. It has been 3 years since he graduated from High Tech High, and I still talk to people about what a great start it gave him as he completes two degrees in both Computer Engineering and Mechanical Engineering. He gained an incredible foundation and was served well by a staff of highly dedicated teachers. The principal is absolutely amazing and juggles the needs of each student with unique ability. I have found that complaints about the school come from students who haven't really applied themselves or figured out how to mine the unlimited resources that this school has to offer. I feel truly blessed to have had the opportunity for my son's excellent educational experience at this school---and see in hindsight that it is given him enormous advantages in the years since he left.
—Submitted by a parent


Posted March 2, 2011

We couldn't be happier with this school. Amazing school building, supportive staff (& principal who listens to you), and many of the teachers are stellar. Every school has one or two teachers that don't fit, and this school is no exception -- but in all it was an amazing opportunity for our son and made ALL the difference in his high school education. Very small size worked well for us and it feels like a close community, and made it less intimidating for the students.
—Submitted by a parent


Posted November 20, 2010

I am currently a junior attending this school, and the only positive thing I can say is that the school looks nice. The teachers honestly don't care about the students, and drug use is very prevalent. The school has the worst technology program I have seen to date, and most of the computers are damaged. The faculty at the school punishes the entire student body for the actions of one or two students on a regular basis. The math depatment consists of teachers who shift the blame onto the class when everyone fails a test, rather than accepting responsibility and reteaching the subject. The science department has one good teacher, the rest have fail rates in the 40-50 percentile. The english department is actually very good, so if you plan on being an english teacher, the only job that class will help with, then please sign up. Otherwise, Please, don't attend this school. You will regret it.
—Submitted by a student


Posted October 11, 2010

My son is in the 9th grade and thrilled to be attending this awesome school. He has finally met quality kids that he connects with. The teachers are easy to communicate with and have been very cooperative with any issues my son has had in the classroom. They have a wonderful robotics program and is looking forward to competition.
—Submitted by a parent


Posted August 20, 2010

Great small school with good teachers that take a real interest in their students. The schools Robotics team make tech fun!
—Submitted by a parent


Posted June 1, 2010

Communication with this school is very poor. This is baffling, because HTLA has tools that should make it easy -- Moodle and Powerschool. However, while some faculty members make full use of this technology, others virtually ignore it. Coupled with the fairly heavy homework load, that can really undermine a student's ability to keep abreast of everything that's expected.
—Submitted by a parent


Posted May 25, 2010

My son is SO happy here. My son is a 10th grader, heavily into the robotics team, and thriving in this environment. The college counselor and principal are fantastic. The teachers are great...I just hope that this jewel of a school will not be horribly affected by the budget cuts.
—Submitted by a parent


Posted March 31, 2009

Brilliant teachers, challenging liberal arts, math, science and all intellectual disciplines. Don't let the name 'High Tech' fool you -- yes, the school uses state of the art technology, but humanities & liberal arts are astonishing. Housed in an architecturally stunning facility, gated, on the campus of Birmingham High School,my daughter has been enriched by this charter school beyond all her in her previous 9 yrs at two of the top private schools inLA (Before High Tech Los Angeles, CEE(thru 6th grade) & Archer School for Girls (7th & 8th) As result of HTHLA, she has a 4 yr scholarship to Kalamazoo College, featured '40 Colleges That Change Lives'
—Submitted by a parent


Posted December 2, 2008

My experiences during my years at High Tech High were miserable. The staff is incredibly antagonistic towards the students, creativity is a mechanized system, the teachers rule with fear, and their communist grading system automatically smothers any unfortunate being who might dare to dream. Unless your child is as dry as a prune, sending him or her to this school will be a decision you will regret for the rest of your life.
—Submitted by a student


Posted June 19, 2008

I was a student at HTH-LA, but left when things were getting out of hand. The school is slowly turning into a complete mess. If more than 3 teachers leave at once, something is not right. I feel the principal is getting too 'power hungry.' I would not recommend parents send their children to HTH-LA at this time. An event that I witnessed during school truly disappointed me. My friend ordered pizzas for us during lunch and as it was handed to us (after paying the driver); it was taken away. Many students did this in the past without any issues as there were no policies against it. The principal confiscated the 4 pizzas and gave them to the teachers to eat. Not only is this wrong and immoral but also illegal as the faculty never reimbursed us. This is only one event of many wrongdoings at HTH-LA.
—Submitted by a student


Posted June 3, 2008

This is a terrible school. The teachers do not teach so that students learn. All the talk about computers and everything that its a fun learning environment. Its neither fun or a good learning environment it was a mistake putting my son there.
—Submitted by a parent


Posted June 2, 2008

HTHLA is a school that cares about its students. The teacher take the time to hold weekly meetings in order to improve the learning environment of the school. They also have several interactive projects that allow the students to learn the subject and express themselves creatively. There are also several afterschool programs given at the school like FIRST Robotics (the HTHLA Team 4 has won several awards for their hard work over the years) and OTEAM. The college counselor is also very dedicated to her job and sends students several emails about available scholarships and college advice. Though the school does not have a lot of physical activities, the students still recieve an hour of excercise during xblock everyday and are given the opportunity to participate in events like Student Run LA. It is a school that practically guaruntees admission to a college.
—Submitted by a parent


Posted November 30, 2007

My daughter is a 9th grader at HTHLA, and this is the first year that she has been happy and enthusiastic about attending school. She talks about projects she's engaged in at school, and I see meaningful assignments at home. I also notice that activities often tie into several content areas, so there are connections being made between subject areas. It's obvious that teachers plan together, and being a teacher myself, I know a supportive administration is crucial and that the teachers work hard to make this happen. I'm excited for our daughter and I look forward to what the coming years will bring.
—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

865

Change from
2012 to 2013

+12

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 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

865

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

+12

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)

9 / 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.

121 students were tested at this school in 2013.

2013

 
 
53%

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71%

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Algebra II

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

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Biology/Life Sciences

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

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Earth Science

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

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English Language Arts

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

122 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
89%

2011

 
 
70%

2010

 
 
73%
General Mathematics (Grades 6 & 7 Standards)

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

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Geometry

The state average for Geometry was 45% in 2013.

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Integrated/Coordinated Science I

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

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Physics

The state average for Physics was 38% in 2013.

119 students were tested at this school in 2013.

2013

 
 
22%
World History

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

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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.

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Algebra II

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

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Biology/Life Sciences

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

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Chemistry

The state average for Chemistry was 46% in 2013.

92 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
30%

2011

 
 
29%

2010

 
 
37%
Earth Science

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

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English Language Arts

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

92 students were tested at this school in 2013.

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91%

2012

 
 
74%

2011

 
 
66%

2010

 
 
81%
Geometry

The state average for Geometry was 15% in 2013.

91 students were tested at this school in 2013.

2013

 
 
47%

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40%

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

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

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Science

The state average for Science was 54% in 2013.

92 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
36%

2011

 
 
50%

2010

 
 
49%
World History

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

92 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%

2011

 
 
70%

2010

 
 
68%
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.

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Algebra II

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

62 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
52%

2011

 
 
68%

2010

 
 
53%
Biology/Life Sciences

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

62 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
84%

2011

 
 
81%

2010

 
 
61%
Chemistry

The state average for Chemistry was 32% in 2013.

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Earth Science

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

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English Language Arts

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

62 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
87%

2011

 
 
79%

2010

 
 
73%
Geometry

The state average for Geometry was 8% in 2013.

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

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

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Physics

The state average for Physics was 58% in 2013.

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U.S. History

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

62 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%

2011

 
 
74%

2010

 
 
61%
World History

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

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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 Students53%
Females56%
Males51%
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)59%
Economically disadvantaged37%
Non-economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)66%
Parent education - college graduate69%
Parent education - graduate school/post graduate50%
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

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

Earth Science

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

English Language Arts

All Students81%
Females82%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged74%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)83%
Parent education - college graduate93%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All 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

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
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

Physics

All Students22%
Females23%
Males23%
African Americann/a
Asiann/a
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)30%
Economically disadvantaged11%
Non-economically disadvantaged32%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented43%
Parent education - not a high school graduaten/a
Parent education - high school graduate17%
Parent education - some college (includes AA degree)24%
Parent education - college graduate29%
Parent education - graduate school/post graduate22%
Parent education - declined to staten/a

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All 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

Biology/Life Sciences

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

Chemistry

All Students41%
Females19%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)44%
Economically disadvantaged30%
Non-economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate50%
Parent education - graduate school/post graduate38%
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 Students91%
Females95%
Males89%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino89%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged84%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only91%
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)88%
Parent education - college graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Geometry

All Students47%
Females41%
Males52%
African Americann/a
Asiann/a
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)56%
Economically disadvantaged41%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only47%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)43%
Parent education - college graduate50%
Parent education - graduate school/post graduate48%
Parent education - declined to staten/a

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

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

Science

All Students64%
Females62%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged51%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate75%
Parent education - graduate school/post graduate69%
Parent education - declined to staten/a

World History

All Students78%
Females68%
Males85%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged76%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students42%
Females48%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged32%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only42%
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)42%
Parent education - college graduate38%
Parent education - graduate school/post graduate63%
Parent education - declined to staten/a

Biology/Life Sciences

All Students66%
Females52%
Males76%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged54%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only66%
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)67%
Parent education - college graduate69%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Chemistry

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

Earth Science

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

English Language Arts

All Students70%
Females64%
Males73%
African Americann/a
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)78%
Economically disadvantaged61%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability73%
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)67%
Parent education - college graduate75%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Geometry

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

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

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

Physics

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

U.S. History

All Students80%
Females72%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged71%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
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)92%
Parent education - college graduate75%
Parent education - graduate school/post graduate94%
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.

90 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
91%

2011

 
 
97%

2010

 
 
100%
Math

The state average for Math was 84% in 2013.

90 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
95%

2011

 
 
95%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students99%
Females97%
Males100%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged98%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students100%
Females100%
Males100%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Declined to staten/a
Economically disadvantaged100%
Non-economically disadvantaged100%
Economic Status Unknownn/a
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 52% 26%
Hispanic 34% 52%
Asian or Asian/Pacific Islander 10% 11%
Black 2% 6%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 150%N/A54%
Female 239%N/A48%
Male 261%N/A51%
Source: 1 NCES, 2010-2011
Source: 2 NCES, 2011-2012

College readiness and student pathways

Students typically attend these schools prior to attending this school Ivy Bound
Miliken MS
Portola MS
Percentage of students going to 2-year college 35% (2013)
Percentage of students going to 4-year college 64% (2013)
Percentage of students going to the military 1% (2013)
Percentage of students going to vocational programs 0% (2013)
Percentage of students going directly into the workforce 0% (2013)
Colleges most students attend after graduation University of California
California State University
Read more about resources at this school
Source: Manually entered by a school official.

Teacher resources

Special staff resources available to students Art teacher(s)
College counselor(s)
Computer specialist(s)
Robotics/Technology specialist(s)
School psychologist
School social worker/counselors(s)
Special education coordinator
Teacher aid/assistant teacher
Foreign languages spoken by school staff French
Spanish, Armenian, Farsi
Read more about programs at this school
Source: Provided by a school official.

Awards

Academic awards received in the past 3 years
  • #1 Charter High School in CA (2013)
  • US News and World Reports Best High Schools (2012)
  • US News and World Reports Best High Schools (2011)

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Mathematics
  • Science
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Industrial shop
  • Science lab
Clubs
  • Robotics club

Arts & music

Staff resources available to students
  • Art teacher(s)
School facilities
  • Performance stage
Performing and written arts
  • Drama
Clubs
  • Student newspaper
  • Yearbook

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages spoken by staff
  • French
  • Spanish, Armenian, Farsi

Health & athletics

Staff resources available to students
  • School psychologist
School facilities
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
Clubs
  • National Honor Society
School leaders can update this information here.

School basics

School start time
  • 8:45 am
School end time
  • 3:50 pm
School Leader's name
  • Marsha Rybin
Gender
  • Coed
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (818) 881-1754

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College prep
  • Internships
  • Project-based
  • STEM
Specific academic themes or areas of focus

Don't understand these terms?
  • Mathematics
  • Science
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Vocational or skills-based training offered
  • None

Resources

Staff resources available to students
  • Art teacher(s)
  • College counselor(s)
  • Computer specialist(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Special education coordinator
  • Teacher aid/assistant teacher
Foreign languages spoken by staff
  • French
  • Spanish, Armenian, Farsi
Extra learning resources offered
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Title I Targeted Assistance program (TAS)
  • Tutoring
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
Transportation options
  • Discount for MTA
School facilities
  • Audiovisual aids
  • Computer lab
  • Industrial shop
  • Internet access
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Science lab
School leaders can update this information here.

Sports

Boys sports
  • None
Girls sports
  • None

Arts & music

Visual arts
  • None
Music
  • None
Performing arts
  • Drama
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Community service
  • Game club
  • Lesbian, gay, transgender club
  • National Honor Society
  • Robotics club
  • Student newspaper
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend College Information Nights
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
School leaders can update this information here.

Apply

 

Submit your application by

February 04, 2014

 
 
Apply now
 

What are your chances?


4 out of 10students were accepted for the 2013-2014 school year.


Students accepted for the 2013-2014 school year
120
Applications received for the 2013-2014 school year
300
Students typically come from these schools
Ivy Bound
Miliken MS
Portola MS

Planning ahead

Students typically attend these schools after graduating
University of California
California State University
College preparation / awareness offered
College prep programs/courses during the year
College presentations or information sessions
SAT/ACT prep classes
School-sponsored trips to college campuses
Students' post-graduation plans in 2013
2 year college - 35%
4 year college - 64%
Military - 1%
Vocational - 0%
Workforce - 0%
Notice an inaccuracy? Let us know!

17111 Victory Blvd.
Van Nuys, CA 91406
Website: Click here
Phone: (818) 609-2640

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