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Teacher quality
Principal leadership
Parent involvement
I think that CHAMPS gives different experiences for different parents and students. If you are in performing arts with their separate PTA and are wealthy, your experience can be very different from a student from the neighborhood with no money to donate. Having said that there are also great differences in different academies and departments. Math and science outside of the upper level AP and honors course and excepting some biology are abysmal. Test scores bear that out. English and social studies seem to be much stronger with exceptions. Communication has improved somewhat. There is still a distinct problem with teachers and administration failing to answer emails, return calls, address issues and teachers have a problem with timely entry of grades into Teacherease. BUT, I have seen the school working to weed out poorly performing teachers and only one of my child's teachers this year fails to answer any emails or phone calls. For an artistic child it's a good choice. For the more academically inclined it's a mixed bag and you need to be very proactive. The new ED seems very professional. Perhaps the new principal will remedyb the leadership vaccum.
—Submitted by a parent
Champs Charter High School of Arts-Multimedia & Performing is an outstanding high school in so many ways! My daughter is in 9th grade and is very happy here! Our family feels lucky to have found a public high school that offers so many different choices of academies. Our daughter enrolled in the Media Arts Academy. The first year students are exposed to four different components in what is called the wheel; Digital Photography and Photoshop, Painting and Drawing, Short Film Production & Media Literacy. She has chosen to specialize in Digital Photography and Photoshop. Students that complete this program can take an exam & become certified in Adobe. What a tremendous opportunity for a student right out of high school! Being a charter school gives the school more freedom to develop programs that are "outside the box." We have found so many of the teachers to be inspiring & passionate about teaching. The ninth grade counselor has been supportive & available to meet to discuss personal & academic issues. Hopefully, new families will come to Governance Council & Booster Club meetings to be a real part of the school community! Parents that want to be involved are needed!!!
—Submitted by a parent
My daughter is a Junior and has thrived and excelled her past three years here. The classes and studies are interesting, invoking and inspiring. There is such a respect between the teachers and students. No bullies here! The students also respect and are accepting of each others differences whether it be race, creed, color, religion, handicaps or sexual orientation. There is no other high school as magical as this!
—Submitted by a parent
I love CHAMPS! I am a sophomore and I love it here. The teachers are amazing and they are all very supportive and understanding. The staff is amazing and friendly. Overall CHAMPS is awesome.
—Submitted by a student
My daughter graduated from this school a few years ago and now my son is a student. Both of my children love this school! While there have been challenges with a few changes in leadership in recent years, there is a solid leadership in place now. Excellent school with a supportive student population. The interests in the arts connect all students, and provide the framework to be inclusive of all irrespective of differences. While my son is not particularly artistically inclined, he likes the supportive, encouraging atmosphere and that students share their opinions openly and discuss them with no judgment or criticism. Parents, there are great opportunities for all, and especially for students with drive and initiative!
—Submitted by a parent
This is my son's third year at CHAMPS. When we first started there was a fair degree of turnover at the administrative level, which I think has resulted in some of the anxious/negative comments, but that seems to be stabilizing. I like the teachers a lot and the relatively newer people coming in at the administrative level have been positive and responsive. My son loves the school. I give the school a 4 rather than 5 because the physical space has its limitations and because like any other public school CHAMPS is struggling with resources and student/teacher ratio, but that comes with the territory.
—Submitted by a parent
We are reading the varies comments posted by the parents; and I would like to know should I allow my son, to attend The CHAMPS school? Currently, we are in private, Catholic school and have been for 4 years; my son is interested into Media; and he is more the performing arts type. I don't want my desires or other parents dislikes about the school's administrative stand in his way? What are your suggestions? Ms. Clarification! Thank you...
—Submitted by a parent
My daughter LOVES this school. Everyone fits in with someone. Lots of diversity. She got straight A's her freshman year and loves her teachers. That is all that matters to me. She's happy! I don't love that they have two campuses...think the halls in Phoenix Bldg are toooo narrow, but the Church Campus is wonderful! The best thing about Champs...Brad Koepenick.
—Submitted by a parent
After having read many of the reviews, I was a bit skeptical before the beginning of this school year. My daughter is a freshman and she came from a much larger school. It is now December 1, 2011 and I am so pleased with my daughters teachers, their enthusiasm, their qualifications, their interest and their great communicaton. i ALWAYS know what happening on campus, and how she is doing in her classes. The Honors classes are challenging, but encompass many aspects of the arts as well. I must say that all in all I, my husband, and my daughter are VERY pleased with the education, the teachers, and the atmosphere. It has put me at ease and I am looking forward to the remainder of her years to be the same.
—Submitted by a parent
I wanted to share my wonderful experience at CHAMPS with you. My child entered as a freshman this year. Making that high school decision was a tough one. The reviews here were so varied. Without bias,I must say that we are delighted with CHAMPS. First off, the academics are first rate.My Honors student is extremely challenged and has plenty of homework to back it all up. I was so impressed with the teachers at Back To School night. Their qualifications and joy of teaching are thrilling. It's a great college prep education. The variety of electives and Academies are all the icing on the cake. The New Media program has been top notch and we were so impressed with the theatre presentations that we attended last year. When I toured the school last year. I was amazed at how nice and outgoing the children were. My child has found that to be true and told me yesterday that she has never been in such a friendly setting even in elementary school. I feel that the administration and all the office staff are very helpful.We had a slight schedule issue in the beginning of the year and it was handled with personal care. Great parent participation, amazing college counselor and lockers too.BRAVO!
—Submitted by a parent
It's interesting to read the criticisms of CHAMPS. To be sure, there have been some changes in the school, and it's not perfect. But the teachers are very dedicated and generally of high quality. They go above and beyond for the students. And, the API scores continue to indicate the high quality of education. It's still a relatively young Charter school, but you'd be hard pressed to find a better LAUSD school.
—Submitted by a parent
To parents concerned about the variation in positive and negative responses: When CHAMPS first opened it was an exceptional school but in the last year the newly appointed Senior Administrators have taken a financial focus which is never good for students. Whenever there is excessive turnover you can be assured there are issues. To verify just call the school and ask how much turnover they have had in the last year that will give you your answer. Champs is no longer selective with the entrance process if you have a heart beat you can be admitted. The entire school year the transcripts from my child s former school was never requested. Many teachers do not post grades for months on teacherease and they do not send out report cards.
—Submitted by a parent
The majority if reviews here are from parents and I am a student at CHAMPS here to reassure you. I am going to be a sophomore and I loved my freshman year. I am in the Drama Academy and it was one of the most amazing experiences of my life. The freshman drama teacher changed me as a person. Don't be afraid of sending your kid to this school due to the parental reviews. I loved it. Most people who dont like it just really don't care about school in general and I saw that a lot. CHAMPS is making a lot of changes and for the better. I love my school and it's doing a lot better than other schools. And remember parents: private DOESNT mean better.
—Submitted by a student
I think the whole "the parents are cranky but the students are happy" has pretty much been debunked by the the three (3!) student protests including the newly elected student council. It is ridiculous and extremely disrespectful to the parents who want a good education for their children, and the children themselves, to continue to deny, cover-up and if all else fails name call. Go to the GoPetition website (search CHAMPS) and look at some of the comments from students and parents and read whats going on with the executive board. I am not impressed with the new principal. He seems to find parents annoying and an intrusion at best. So many teachers are resigning. Also it's not a performing arts and media school anymore. Now more than 50% of the students aren't arts at all and the name is changing. Where was the consultation and communication for all of this? There is no communication at CHAMPS and you're a bad person if you think it should be otherwise. No one cared about my kid. She was taken out of a promised class and dumped in another with, again, no notice or consultation. Still no report cards or final grades. No schedules for next year.What a shame.
—Submitted by a parent
Charter High School of the Arts, Multi-Media and Performing, is high school as we all hoped it might be or could be! Students here are brilliant, creative, and aware, so kind and compassionate, intensely creative and dynamic. Students here are valued for the unique individuals they are! What's most incredible is that the school community of parents, faculty, staff, administration, alumni, and board encourages and nurtures every single student in finding their passion and pursuing it! Charter High School of the Arts offers a myriad of avenues for the creative student to develop their gifts, be it in Media, Performing Arts, Film, Robotics, Visual Arts, Radio, Creative Writing, Athletics, or Community Service Projects. The Faculty is top-notch and supremely dedicated, caring for the welfare, growth, and learning of all students. Please come visit us at champscharter.org or call (818) 994-7614. We have ongoing tours of our school throughout the school year which begins August 22nd. Please come find out for yourself about our most magnificent school. Sincerely, --Dedicated to CHAMPS
—Submitted by a teacher
To the parent who attributes negative reviews to cranky parents, let me first say that I was determined to give the new ED a chance and have listened quietly at Board Meetings before formulating an opinion on the changes that have occurred over the last year. When other parents bemoaned the demise of the school when the new ED took over, I said give it a chance. Even when the PA heads were terminated, I gave the ED the benefit of the doubt. I am not cranky - I am disenchanted and sad. It breaks my heart to see what has happened to this school in less than a year. Yesterday, we lost some great teachers. I imagine we will lose more over the summer. Board members are dismissive and rude to any parent who dares to ask a question or express an opinion contrary to a Board decision. At Board Metings, "open discussion" is placed on the agenda BEFORE any agenda item of controversy. If parents then wants to as a question, we are told that the open discussion portion of the meeting is over. The Board and ED govern with intimidation, fear and arrogance. This must stop. I used to recommend this school to my friends with younger children. I no longer do.
—Submitted by a parent
Unbelievably good teachers at this school. Much better academics than LACHSA (both from word of mouth and by API scores--823 vs. 663). I'm looking for stronger leadership from some of the administration, but the teachers are fantastic.
—Submitted by a parent
If your child does not fit in at a regular public school because they are creative, artsy or deemed "different" they will be embraced at CHAMPS. CHAMPS is a school where the arts and education are blended seamlessly. My child attended for 4 years and has grown as both an artist and a person during that time. My child was accepted to her first choice college as was about 90% of the other graduates. CHAMPS rocks!
—Submitted by a parent
If you read the bad reviews, please be aware they are written by a few very cranky parents whose children LOVE the school. There are heads of the various performing arts - Dance, Music, Drama all have a chair person. The students in performing arts are very happy and amazing performers. The Robotics department head left for personal reasons, there is a temporary teacher for the rest of the school year. A new head will be in place when the new school year starts. If you wonder if this is the right school for your child - tour the campus, attend the MANY performing arts events between now and the end of the year. This coming Saturday is an all day performing arts event. The Teachers, administrators and support staff are FABULOUS. The class size tops at, I think, 25. The attendance rate is 97%. All of the seniors who applied to colleges and universities were accepted; only a few did not apply. The students are learning a lot, they are HAPPY. PLEASE ignore the complaining parents and instead ask their children about the school. Administration welcomes parent input. There are a huge number of volunteers and involved parents.
—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.
104 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
140 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
251 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
79 students were tested at this school 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.
239 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 13% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
52 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.
257 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
96 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.
254 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
55 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.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
42 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
12 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
168 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 | 20% |
| Females | 21% |
| Males | 19% |
| African American | 12% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 20% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 22% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Gifted and talented | 38% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 21% |
| Parent education - some college (includes AA degree) | 19% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | 19% |
| 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 | 77% |
| Females | 75% |
| Males | 80% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 77% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 77% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 75% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 38% |
| Females | 28% |
| Males | 53% |
| African American | 30% |
| Asian | n/a |
| Hispanic or Latino | 33% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 43% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 38% |
| Students with disability | 20% |
| Students with no reported disability | 41% |
| English learner | n/a |
| Fluent-English proficient and English only | 38% |
| Gifted and talented | 47% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 36% |
| Parent education - college graduate | 37% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 75% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 76% |
| Students with disability | 42% |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 32% |
| Females | 26% |
| Males | 44% |
| African American | n/a |
| Filipino | n/a |
| Hispanic or Latino | 30% |
| White (not Hispanic) | 31% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | n/a |
| Fluent-English proficient and English only | 32% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 31% |
| Parent education - some college (includes AA degree) | 33% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 37% |
| Males | 53% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 40% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 43% |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | 56% |
| 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 | 47% |
| Females | 41% |
| Males | 58% |
| African American | 42% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| White (not Hispanic) | 52% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 48% |
| Students with disability | 35% |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Gifted and talented | 60% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 55% |
| 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 | 18% |
| Females | 16% |
| Males | 22% |
| African American | 17% |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 20% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Gifted and talented | 21% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 24% |
| Parent education - college graduate | 13% |
| Parent education - graduate school/post graduate | 14% |
| Parent education - declined to state | 27% |
| All Students | 42% |
| Females | 43% |
| Males | 40% |
| 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) | 50% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 42% |
| Students with disability | n/a |
| Students with no reported disability | 42% |
| English learner | n/a |
| Fluent-English proficient and English only | 40% |
| Gifted and talented | 47% |
| 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 | 43% |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 60% |
| Males | 53% |
| African American | 41% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 56% |
| Students with disability | 64% |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Gifted and talented | 72% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 39% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 49% |
| All Students | 23% |
| Females | 14% |
| Males | 33% |
| 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) | 28% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 24% |
| Students with disability | n/a |
| Students with no reported disability | 24% |
| English learner | n/a |
| Fluent-English proficient and English only | 22% |
| Gifted and talented | 29% |
| 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 | 23% |
| Parent education - graduate school/post graduate | 32% |
| 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 | 65% |
| Females | 65% |
| Males | 64% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 66% |
| Students with disability | 40% |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 58% |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | 51% |
| All Students | 21% |
| Females | 13% |
| Males | 30% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| White (not Hispanic) | 27% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 21% |
| Students with disability | n/a |
| Students with no reported disability | 21% |
| English learner | n/a |
| Fluent-English proficient and English only | 21% |
| Gifted and talented | 32% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 15% |
| Parent education - graduate school/post graduate | 30% |
| 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 | 60% |
| Females | 59% |
| Males | 60% |
| African American | 39% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 61% |
| Students with disability | 60% |
| Students with no reported disability | 60% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Gifted and talented | 77% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 52% |
| All Students | 42% |
| Females | 48% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 41% |
| Students with disability | n/a |
| Students with no reported disability | 39% |
| English learner | n/a |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | 59% |
| 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 | 0% |
| 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 | 0% |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| 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 | 7% |
| Females | 2% |
| Males | 18% |
| 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) | 6% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 6% |
| Students with disability | n/a |
| Students with no reported disability | 8% |
| English learner | n/a |
| Fluent-English proficient and English only | 6% |
| 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 | 7% |
| Parent education - graduate school/post graduate | 0% |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 78% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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 | 8% |
| Females | 8% |
| Males | 10% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 6% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 9% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 8% |
| Students with disability | n/a |
| Students with no reported disability | 10% |
| English learner | n/a |
| Fluent-English proficient and English only | 8% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 0% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 7% |
| Parent education - graduate school/post graduate | 11% |
| 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 | 61% |
| Females | 62% |
| Males | 59% |
| African American | 63% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 62% |
| Students with disability | 43% |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 70% |
| Parent education - declined to state | 35% |
| All Students | 5% |
| Females | 4% |
| Males | 6% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 8% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 4% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 5% |
| Students with disability | n/a |
| Students with no reported disability | 5% |
| English learner | n/a |
| Fluent-English proficient and English only | 5% |
| 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 | 29% |
| Females | 27% |
| 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) | 41% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 30% |
| Students with disability | n/a |
| Students with no reported disability | 29% |
| English learner | n/a |
| Fluent-English proficient and English only | 29% |
| 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 | 50% |
| 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 | 55% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | n/a |
| Fluent-English proficient and English only | 55% |
| 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 | 58% |
| Females | 55% |
| Males | 60% |
| African American | 50% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 58% |
| Students with disability | 40% |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | 22% |
| 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.
261 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
265 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 | 93% |
| Females | 94% |
| Males | 92% |
| African American | 84% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 96% |
| Declined to state | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 89% |
| Students with disability | 82% |
| Tested with modifications | n/a |
| English learner | n/a |
| Language Fluency Unknown | n/a |
| All Students | 86% |
| Females | 85% |
| Males | 88% |
| African American | 59% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 91% |
| Declined to state | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Economic Status Unknown | 84% |
| Students with disability | 73% |
| 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
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African American
Hispanic or Latino
White (not Hispanic)
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Economically disadvantaged
Non-economically disadvantaged
Students with disability
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Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 52% | 28% | ||
| Pacific Islander | 21% | 1% | ||
| Hispanic or Latino | 13% | 49% | ||
| African American | 10% | 7% | ||
| Asian | 2% | 8% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Filipino | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 2% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 10% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 38% | 85% | ||
| Russian | 25% | 0% | ||
| Farsi (Persian) | 13% | 0% | ||
| Hebrew | 13% | 0% | ||
| Polish | 13% | 0% |
| Students typically attend these schools prior to attending this school |
Millikan Middle School Walter Reed Middle School Portola Middle School |
| Percentage of students going to 2-year college | 30% (2012) |
| Percentage of students going to 4-year college | 67% (2012) |
| Percentage of students going to the military | 1% (2012) |
| Percentage of students going to vocational programs | 1% (2012) |
| Percentage of students going directly into the workforce | 1% (2012) |
| Colleges most students attend after graduation |
Private Universities Liberal Arts Colleges UCs and CSUs |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 4 | N/A | 11 |
| Average years teaching | 8 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 60% | N/A | 96% |
| Emergency credential or waiver | 10% | N/A | 2% |
| Foreign languages spoken by school staff |
French Russian Spanish |
| Read more about programs at this school | |
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| Students typically come from these schools | Millikan Middle School Walter Reed Middle School Portola Middle School |
| Students typically attend these schools after graduating | Private Universities Liberal Arts Colleges UCs and CSUs |
| 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 Visiting teachers or lecturers from colleges |
| Students' post-graduation plans in 2012 | 2 year college - 30% 4 year college - 67% Military - 1% Vocational - 1% Workforce - 1% |
6842 Van Nuys Blvd.
Van Nuys,
CA 91405
Website: Click here
Phone: (818) 994-7614
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