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GreatSchools Rating

Champs - Charter High School Of Arts-Multimedia & Performing

Charter | 9-12 | 940 students

Known for college acceptance rate, enriching academies & engaging teachers.

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 10 ratings
2012:
Based on 4 ratings
2011:
Based on 24 ratings

Teacher quality

Principal leadership

Parent involvement

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186 reviews of this school


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Posted December 24, 2013

This is my first year at CHAMPS and I love it so much the teachers are amazing like no other school I've been to or will ever go to. They take your personal needs into consideration and theres many teachers there that are just amazing, indescribable. The counselors/teachers have helped me try to accomplish my dream of theatre tech and college, something I'll always be grateful for. The atmosphere is amazing, no one judges you and it's a very nice, comforting environment to learn in an everyday basis.


Posted December 1, 2013

Don't just read the reviews ... bring your student for a tour of the school during session ... you will see the encouraging, charismatic learning environment and student engagement for yourself! Another parent wrote this in their review ... but this is how we came to choose CHAMPS. My daughter and I visited three schools during her 8th grade year, and she chose CHAMPS as a result of what she saw during our tour. We weren't disappointed! She loves school for the first time I can remember. Come and visit ... you'll see, too!
—Submitted by a parent


Posted November 9, 2013

I was a bit skeptical after transferring to this school a little more than a month after starting sophomore year. Having come from a poorly managed LAUSD high school that failed to address my needs - both socially and academically, I applied to CHAMPS in a last resort effort to salvage my high school experience. Hearing mixed reviews about the CHAMPS experience since my middle school years at the Walter Reed IHP, I wasn't too sure if it was the right decision to make such an abrupt change. Thankfully, I went with my gut instinct and transferred - proving to be one of the best decisions of my life. Though the school isn't perfect, I have been provided with the opportunity to take several rigorous AP classes, play at the House of Blues with the award-winning jazz band, and more recently be a part of the renowned debate team. Though kids at the school can be rude and cliquey at times, I have made far more meaningful social connections then I would have at my previous school. If you're a parent or student who is interested in a unique high school experience, definitely consider CHAMPS. College acceptance rates are eve on par with most LA private schools. Only downside is the campus..
—Submitted by a student


Posted October 25, 2013

We have a new principal at Champs that is continuing the great work of our previous principal with her own spin! She is helping to bring new programs to our school to benefit the parents and students. We have been having Parent ed type programs aimed at teen issues all parents need to be aware of. Looking forward to more new additions to this wonderful school. Come check it out!!!
—Submitted by a parent


Posted October 24, 2013

My son is a freshman in the jazz band and he could not be happier. He had a tough time in middle school with his peers. The environment at CHAMPS harbors students who support one another. The curriculum is rigorous! This school is definitely for the more motivated student. New principal is very present and involved. School needs more parent involvement. There is no PTA/booster club president so meetings have been cancelled.
—Submitted by a parent


Posted October 20, 2013

My daughter has thrived at Champs since she transferred here several weeks after starting 9th grade at another school. The teachers, for the most part, are young, enthusiastic and creative in their approach to teaching. They're not jaded like many LAUSD teachers who are just waiting for their retirement package to kick in. These teachers WANT to be here and they want to make a difference in their students lives. I'm not saying this is true of every teacher, but a good percentage of them fit this description. It's a great school for kids who don't necessarily want to be in a typical academic environment. There's much more room to express individuality and creativity. The new principal is a bit on the old-fashioned side and I hope she eases up on the strict rules she's imposed, like dress coding, since she started this year. She needs to have a more compassionate understanding of her student body. But overall, I couldn't be happier with the education my daughter is receiving at Champs.
—Submitted by a parent


Posted October 19, 2013

CHAMPS young enthusiastic teachers. Changes this year at the administrative level are troublesome and confusing. It seems a little too top heavy with a principal, assistant principal, E.D, Etc. Weekly info from the school has declined. VERY limited sports. No orchestra, but there is great jazz band. Performing arts is strong, with multi media being 2nd. Robotics used to be very strong, but have not heard this year. Honors and AP classes.available. The college guidance team: If you want your kid to get into a college that is a good fit for them, Anne and Yasmine will make that happen. They are knowlegeble, passionate, and really like and understand teensagers. I overheard one mom say, "when Anne gets up to talk to the kids at meetings, she is greeted like a rock star" and that is true. There is a BOD, .I don't know what they are doing. They don't seem forthcoming. They seem to want to put more kids than can fit. (my opinion) because more kids=more money. And while that is true a lot of people like CHAMPS precisely because it is smaller. There is no PTA. There is a governance council, and booster club. My student agrees that the kids get along better than at most schools.
—Submitted by a parent


Posted October 4, 2013

CHAMPS has made major, major headway in recent years. They have a college acceptance rate that rivals many of the top private schools. The college counselor Anne Cochran has been named national "College Counselor that Changes Lives", 2013 "YALE Educator of the Year" and is a correspondent on college success for FOX NEWS. Many of the educators at CHAMPS have many years of experience in the entertainment industry and continue to write, produce and direct professional theatre and film. There are several award winning teachers and the performing arts specialists are at the top of their game. Many arts educators at CHAMPS arrived from major universities, THE MUSIC CENTER and schools like LACHSA and Juilliard.


Posted August 27, 2013

We love this school. The teachers and the staff are very committed to the students. My daughter has been really happy so far. The only downside of the school is the location. My daughter is okay with it though.
—Submitted by a parent


Posted May 3, 2013

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


Posted November 21, 2012

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


Posted August 16, 2012

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


Posted July 13, 2012

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


Posted June 10, 2012

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


Posted December 1, 2011

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


Posted October 19, 2011

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


Posted August 16, 2011

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


Posted July 28, 2011

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


Posted July 28, 2011

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


Posted July 7, 2011

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


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

793

Change from
2012 to 2013

-5

API Statewide Rank
(2012)

7 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

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

This school's
API score

793

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-5

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

7 / 10

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

3 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
Algebra I

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

110 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
20%

2011

 
 
49%

2010

 
 
54%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

219 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
77%

2011

 
 
75%

2010

 
 
57%
Earth Science

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

2013

 
 
n/a

2012

 
 
38%

2011

 
 
45%

2010

 
 
n/a
English Language Arts

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

229 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%

2011

 
 
75%

2010

 
 
75%
General Mathematics (Grades 6 & 7 Standards)

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

53 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
32%

2011

 
 
44%

2010

 
 
25%
Geometry

The state average for Geometry was 45% in 2013.

63 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
43%

2011

 
 
63%

2010

 
 
62%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

214 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
47%

2011

 
 
54%

2010

 
 
63%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 13% in 2013.

53 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
18%

2011

 
 
22%

2010

 
 
30%
Algebra II

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

58 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
42%

2011

 
 
45%

2010

 
 
48%
Biology/Life Sciences

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

140 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
58%

2011

 
 
58%

2010

 
 
35%
Chemistry

The state average for Chemistry was 46% in 2013.

90 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
23%

2011

 
 
44%

2010

 
 
30%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

242 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%

2011

 
 
64%

2010

 
 
67%
Geometry

The state average for Geometry was 15% in 2013.

111 students were tested at this school in 2013.

2013

 
 
16%

2012

 
 
21%

2011

 
 
29%

2010

 
 
26%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

242 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
60%

2011

 
 
60%

2010

 
 
65%
World History

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

16 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
42%

2011

 
 
53%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

27 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
0%

2011

 
 
n/a

2010

 
 
6%
Algebra II

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

63 students were tested at this school in 2013.

2013

 
 
17%

2012

 
 
7%

2011

 
 
28%

2010

 
 
26%
Biology/Life Sciences

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

24 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
65%

2011

 
 
n/a

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

170 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
8%

2011

 
 
25%

2010

 
 
20%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

248 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
61%

2011

 
 
63%

2010

 
 
55%
Geometry

The state average for Geometry was 8% in 2013.

93 students were tested at this school in 2013.

2013

 
 
4%

2012

 
 
5%

2011

 
 
11%

2010

 
 
23%
High School (Summative) Mathematics (Grade 9-11)

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

26 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
29%

2011

 
 
47%

2010

 
 
50%
Physics

The state average for Physics was 58% in 2013.

14 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
50%

2011

 
 
39%

2010

 
 
46%
U.S. History

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

249 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%

2011

 
 
63%

2010

 
 
59%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

All Students26%
Females26%
Males27%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino17%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged24%
Not economically disadvantaged28%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only26%
Migrant educationn/a
Gifted and talented52%
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)23%
Parent education - college graduate22%
Parent education - graduate school/post graduate36%
Parent education - declined to staten/a

Algebra II

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

Biology/Life Sciences

All Students57%
Females54%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged49%
Not economically disadvantaged65%
Students with disability33%
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate27%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)58%
Parent education - college graduate63%
Parent education - graduate school/post graduate70%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students70%
Females73%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantaged58%
Not economically disadvantaged81%
Students with disability22%
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduate45%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)73%
Parent education - college graduate78%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students34%
Females40%
Males22%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged27%
Not economically disadvantaged45%
Students with disability18%
Students with no reported disability38%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)11%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students40%
Females37%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)41%
Economically disadvantaged36%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talented53%
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)33%
Parent education - college graduate27%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a

Integrated/Coordinated Science I

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

Physics

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

World History

All Students38%
Females31%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino22%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged35%
Not economically disadvantaged41%
Students with disability38%
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talented67%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)31%
Parent education - college graduate47%
Parent education - graduate school/post graduate51%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students23%
Females25%
Males19%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino18%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)26%
Economically disadvantaged21%
Not economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)25%
Parent education - college graduate17%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students22%
Females18%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)28%
Economically disadvantaged33%
Not economically disadvantaged19%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only22%
Migrant educationn/a
Gifted and talented45%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)6%
Parent education - college graduate16%
Parent education - graduate school/post graduate33%
Parent education - declined to staten/a

Biology/Life Sciences

All Students55%
Females52%
Males61%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged42%
Not economically disadvantaged65%
Students with disability35%
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)58%
Parent education - college graduate56%
Parent education - graduate school/post graduate64%
Parent education - declined to staten/a

Chemistry

All Students32%
Females22%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged25%
Not economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability32%
English learnern/a
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talented46%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)15%
Parent education - college graduate35%
Parent education - graduate school/post graduate43%
Parent education - declined to staten/a

Earth Science

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

English Language Arts

All Students66%
Females66%
Males64%
African American43%
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged49%
Not economically disadvantaged73%
Students with disability33%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)69%
Parent education - college graduate72%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a

Geometry

All Students16%
Females15%
Males15%
African American7%
Asiann/a
Filipinon/a
Hispanic or Latino19%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged19%
Not economically disadvantaged14%
Students with disabilityn/a
Students with no reported disability16%
English learnern/a
Fluent-English proficient and English only15%
Migrant educationn/a
Gifted and talented26%
Parent education - not a high school graduaten/a
Parent education - high school graduate23%
Parent education - some college (includes AA degree)12%
Parent education - college graduate6%
Parent education - graduate school/post graduate26%
Parent education - declined to staten/a

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

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

Science

All Students71%
Females67%
Males77%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged65%
Not economically disadvantaged74%
Students with disability48%
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)72%
Parent education - college graduate65%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

World History

All Students37%
Females31%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged45%
Students with disabilityn/a
Students with no reported disability43%
English learnern/a
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students4%
Females0%
Males7%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged0%
Not economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability4%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Algebra II

All Students17%
Females10%
Males24%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino7%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)18%
Economically disadvantaged27%
Not economically disadvantaged11%
Students with disabilityn/a
Students with no reported disability18%
English learnern/a
Fluent-English proficient and English only17%
Migrant educationn/a
Gifted and talented29%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduate15%
Parent education - graduate school/post graduate17%
Parent education - declined to staten/a

Biology/Life Sciences

All Students71%
Femalesn/a
Males64%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Chemistry

All Students10%
Females4%
Males18%
African American0%
Asiann/a
Filipinon/a
Hispanic or Latino4%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)15%
Economically disadvantaged11%
Not economically disadvantaged9%
Students with disability0%
Students with no reported disability11%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talented21%
Parent education - not a high school graduaten/a
Parent education - high school graduate6%
Parent education - some college (includes AA degree)7%
Parent education - college graduate9%
Parent education - graduate school/post graduate15%
Parent education - declined to state12%

Earth Science

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

English Language Arts

All Students55%
Females56%
Males52%
African American35%
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged47%
Not economically disadvantaged59%
Students with disability29%
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)55%
Parent education - college graduate51%
Parent education - graduate school/post graduate63%
Parent education - declined to state50%

Geometry

All Students4%
Females4%
Males5%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)7%
Economically disadvantaged3%
Not economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only4%
Migrant educationn/a
Gifted and talented14%
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)0%
Parent education - college graduate8%
Parent education - graduate school/post graduate7%
Parent education - declined to state6%

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

All Students58%
Females50%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantagedn/a
Not economically disadvantaged59%
Students with disabilityn/a
Students with no reported disability58%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented62%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

All Students71%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

U.S. History

All Students60%
Females52%
Males70%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantaged55%
Not economically disadvantaged64%
Students with disability63%
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talented78%
Parent education - not a high school graduate45%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)53%
Parent education - college graduate60%
Parent education - graduate school/post graduate68%
Parent education - declined to state67%

World History

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

About the tests


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

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

Source: California Department of Education

English Language Arts

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

237 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%

2011

 
 
92%

2010

 
 
99%
Math

The state average for Math was 84% in 2013.

239 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
86%

2011

 
 
86%

2010

 
 
97%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students95%
Females95%
Males95%
Gender Unknownn/a
African American93%
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)95%
Declined to staten/a
Economically disadvantaged91%
Not economically disadvantaged97%
Economic Status Unknownn/a
Students with disability68%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a

Math

All Students92%
Females90%
Males94%
Gender Unknownn/a
African American79%
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)92%
Declined to staten/a
Economically disadvantaged91%
Not economically disadvantaged92%
Economic Status Unknownn/a
Students with disability74%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
White 52%
Hispanic 28%
Two or more races 11%
Black 7%
Asian 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 41%N/AN/A
English language learners 3%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

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 27% (2013)
Percentage of students going to 4-year college 70% (2013)
Percentage of students going to the military 1% (2013)
Percentage of students going to vocational programs 1% (2013)
Percentage of students going directly into the workforce 1% (2013)
Colleges most students attend after graduation Private Universities
Liberal Arts Colleges
UCs and CSUs
Read more about resources at this school
Source: Manually entered by a school official.

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
College counselor(s)
Dance teacher(s)
ELL/ESL Coordinator
Instructional aide(s)/coach(es)
Math specialist(s)
Music teacher(s)
PE instructor(s)
Poetry/Creative writing teacher(s)
Robotics/Technology specialist(s)
Security personnel
Foreign languages spoken by school staff French
Italian
Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • Robotics World Champions (2009)
  • Debate Team (2011)
  • New Media (2010)
Community service awards received in the past 3 years
  • National Council of Teachers of English (2012)
  • Avid Recommendation of Equity and Promotion (2012)
  • UCLA Community Partnter (2012)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Technology
Staff resources available to students
  • Math specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Science lab
Vocational or skills-based training offered
  • Computer programming
Clubs
  • Recycling club
  • Robotics club

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
  • Performing arts
Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Design
  • Drawing / sketching
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
  • Rock band
  • Theory
  • Vocal lessons / coaching
Performing and written arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production
Clubs
  • Anime club
  • Arts and crafts
  • Drama club
  • Literary magazine
  • Student newspaper
  • Television/Radio News
  • Yearbook

Language learning

Foreign languages taught
  • French
  • Italian
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
Foreign languages spoken by staff
  • French
  • Italian
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Kitchen
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • Advanced placement courses
  • Gifted / high performing
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
Clubs
  • Debate
School leaders can update this information here.

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School basics

School start time
  • 8:00
School end time
  • 4:00
School Leader's name
  • Linda Pierce
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Special schedule
  • Extended/longer school day
  • Year-round
Is there an application process?
  • Yes
Fax number
  • (818) 994-9381

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Advanced placement courses
  • College prep
  • Gifted / high performing
  • Independent Study
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Music
  • Performing arts
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • French
  • Italian
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Vocational or skills-based training offered
  • Computer programming

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • College counselor(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • Math specialist(s)
  • Music teacher(s)
  • PE instructor(s)
  • Poetry/Creative writing teacher(s)
  • Robotics/Technology specialist(s)
  • Security personnel
Foreign languages spoken by staff
  • French
  • Italian
  • Spanish
Extra learning resources offered
  • Career/college counseling
  • Counseling
  • Tutoring
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
  • Visiting teachers or lecturers from colleges
Transportation options
  • None
School facilities
  • Art room
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • College/career center
  • Internet access
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Science lab
School leaders can update this information here.

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Sports

Boys sports
  • Basketball
  • Cheerleading
  • Cross country
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Track

Arts & music

Visual arts
  • Design
  • Drawing / sketching
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Jazz band
  • Orchestra
  • Rock band
  • Theory
  • Vocal lessons / coaching
Performing arts
  • Creative writing
  • Dance
  • Drama
  • Improv
  • Poetry
Media arts
  • Computer animation
  • Graphics
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Anime club
  • Arts and crafts
  • Book/reading club
  • Community service
  • Debate
  • Drama club
  • Game club
  • Get Lit
  • Lesbian, gay, transgender club
  • Literary magazine
  • Recycling club
  • Robotics club
  • Speech and Debate
  • Spoken Word
  • Student council/government
  • Student newspaper
  • Television/Radio News
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Help organize performances
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer time after school
More from this school
  • The students enjoy a warm, nurturing environment with passionate teachers. All curriculum is infused with the arts in all disciplines of courses.
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?


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


Students accepted for the 2013-2014 school year
300
Applications received for the 2013-2014 school year
700
Students typically come from these schools
Millikan Middle School
Walter Reed Middle School
Portola Middle School

Planning ahead

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 2013
2 year college - 27%
4 year college - 70%
Military - 1%
Vocational - 1%
Workforce - 1%
Notice an inaccuracy? Let us know!

6842 Van Nuys Boulevard
Van Nuys, CA 91405
Website: Click here
Phone: (818) 994-4744

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