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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Just a HUGE disappointment! While the school itself is clean and ultra-modern, the teaching is poor and lackluster. Most of the teachers teach as if it is 'just a job,' without passion or evidence of any enjoyment in their profession. The administration is equally without interest in the students. Emphasis is placed on academic performance, not learning. And the communication between teachers, administration and parents is weak to almost nil.
—Submitted by a parent
High Tech High L.A. compares favorably with some of the top $30,000+ private schools (and it is free---as an L.A.U.S.D. charter school). Its dynamic principal is a true leader who both inspires teachers---- creating a great 'esprit de corps' and is equally available to students and parents to address their concerns. Teachers are outstanding, and available for after-school tutoring on a regular basis. For the teenager interested in science and technology---it doesn't get any better than H.T.H.-L.A. Oh, the school is also state-of-the-art beautiful and creates motivated college bound students, without regard to socio-economic, gender or racial background. The college counselor/ adviser is first-rate and very much on top off each student in exploring the best options for them as an individual. I count my blessings every day as my child attends this incredible school.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
83 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
68 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 71% |
| Females | 70% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 69% |
| Students with disability | 45% |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 94% |
| Students with disability | 73% |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 30% |
| Females | 24% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 13% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 42% |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | 33% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Gifted and talented | 53% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 17% |
| Parent education - some college (includes AA degree) | 40% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 36% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 76% |
| Males | 73% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 80% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 40% |
| Females | 42% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| White (not Hispanic) | 49% |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 36% |
| Females | 27% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 47% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Gifted and talented | 58% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 32% |
| Parent education - graduate school/post graduate | 56% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 54% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 87% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 52% |
| Females | 56% |
| Males | 49% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 62% |
| Students with disability | 36% |
| Students with no reported disability | 56% |
| English learner | n/a |
| Fluent-English proficient and English only | 52% |
| Gifted and talented | 55% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 33% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | 38% |
| All Students | 84% |
| Females | 78% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 94% |
| Students with disability | 93% |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 85% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 94% |
| Students with disability | 86% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 85% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 70% |
| Males | 93% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 94% |
| Students with disability | 100% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 69% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 83% |
| Males | 98% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Declined to state | n/a |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 96% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| All Students | 95% |
| Females | 89% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 100% |
| Declined to state | n/a |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 98% |
| Economic Status Unknown | n/a |
| Students with disability | n/a |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 50% | 28% | ||
| Hispanic or Latino | 37% | 49% | ||
| Asian | 6% | 8% | ||
| Filipino | 4% | 3% | ||
| African American | 2% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners | 4% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 56% | 85% | ||
| Armenian | 11% | 1% | ||
| Filipino (Pilipino or Tagalog) | 11% | 1% | ||
| Hindi | 11% | 0% | ||
| Thai | 11% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 2 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 83% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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17111 Victory Blvd.
Van Nuys,
CA 91406
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Phone: (818) 609-2640
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