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Champs - Charter High School of Arts-Multimedia & Performing

Charter | 9-12 | 900 students

Known for college acceptance rate, enriching academies & engaging teachers.
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 3 ratings
2012:
Based on 5 ratings
2011:
Based on 25 ratings
2010:
Based on 15 ratings

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Parent involvement

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181 reviews of this school


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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 April 25, 2013

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


Posted March 15, 2013

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


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 September 14, 2012

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


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


Posted June 25, 2011

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


Posted June 22, 2011

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


Posted June 16, 2011

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


Posted June 13, 2011

Hi all By the new head do you new Exc. Director or the School principal Thanks


Posted June 8, 2011

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


Posted June 8, 2011

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.

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 2012.

This school's
API score

784

Change from
2011 to 2012

N/A

API Statewide Rank
(2011)

7 / 10

API Similar Schools Rank (2011)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2012.
  • 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 met all student subgroup API targets for 2012

This school's
API score

784

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
2011 to 2012

N/A

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

7 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

6 / 10

API Similar Schools Rank (2011)
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 2012.

104 students were tested at this school in 2012.

2012

 
 
20%

2011

 
 
49%

2010

 
 
54%

2009

 
 
63%
Algebra II

The state average for Algebra II was 69% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Biology/Life Sciences

The state average for Biology/Life Sciences was 60% in 2012.

103 students were tested at this school in 2012.

2012

 
 
77%

2011

 
 
75%

2010

 
 
57%

2009

 
 
53%
Earth Science

The state average for Earth Science was 39% in 2012.

140 students were tested at this school in 2012.

2012

 
 
38%

2011

 
 
45%

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2012.

251 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
75%

2010

 
 
75%

2009

 
 
74%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.

57 students were tested at this school in 2012.

2012

 
 
32%

2011

 
 
44%

2010

 
 
25%

2009

 
 
41%
Geometry

The state average for Geometry was 48% in 2012.

79 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
63%

2010

 
 
62%

2009

 
 
66%
Integrated/Coordinated Science 1

The state average for Integrated/Coordinated Science 1 was 22% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
World History

The state average for World History was 50% in 2012.

239 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
54%

2010

 
 
63%

2009

 
 
53%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 13% in 2012.

92 students were tested at this school in 2012.

2012

 
 
18%

2011

 
 
22%

2010

 
 
30%

2009

 
 
25%
Algebra II

The state average for Algebra II was 42% in 2012.

36 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
45%

2010

 
 
48%

2009

 
 
74%
Biology/Life Sciences

The state average for Biology/Life Sciences was 43% in 2012.

184 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
58%

2010

 
 
35%

2009

 
 
28%
Chemistry

The state average for Chemistry was 51% in 2012.

52 students were tested at this school in 2012.

2012

 
 
23%

2011

 
 
44%

2010

 
 
30%

2009

 
 
22%
Earth Science

The state average for Earth Science was 35% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 50% in 2012.

257 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
64%

2010

 
 
67%

2009

 
 
62%
Geometry

The state average for Geometry was 17% in 2012.

96 students were tested at this school in 2012.

2012

 
 
21%

2011

 
 
29%

2010

 
 
26%

2009

 
 
29%
High School (Summative) Mathematics (Grade 9-11)

The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Science

The state average for Science was 53% in 2012.

254 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
60%

2010

 
 
65%

2009

 
 
51%
World History

The state average for World History was 46% in 2012.

55 students were tested at this school in 2012.

2012

 
 
42%

2011

 
 
53%

2010

 
 
66%

2009

 
 
45%
Scale: % proficient or advanced

About the tests


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

Algebra I

The state average for Algebra I was 10% in 2012.

14 students were tested at this school in 2012.

2012

 
 
0%

2011

 
 
n/a

2010

 
 
6%

2009

 
 
n/a
Algebra II

The state average for Algebra II was 15% in 2012.

70 students were tested at this school in 2012.

2012

 
 
7%

2011

 
 
28%

2010

 
 
26%

2009

 
 
37%
Biology/Life Sciences

The state average for Biology/Life Sciences was 53% in 2012.

23 students were tested at this school in 2012.

2012

 
 
65%

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
45%
Chemistry

The state average for Chemistry was 34% in 2012.

81 students were tested at this school in 2012.

2012

 
 
8%

2011

 
 
25%

2010

 
 
20%

2009

 
 
10%
Earth Science

The state average for Earth Science was 38% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
English Language Arts

The state average for English Language Arts was 48% in 2012.

171 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
63%

2010

 
 
55%

2009

 
 
52%
Geometry

The state average for Geometry was 9% in 2012.

42 students were tested at this school in 2012.

2012

 
 
5%

2011

 
 
11%

2010

 
 
23%

2009

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

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

 
 
29%

2011

 
 
47%

2010

 
 
50%

2009

 
 
19%
Physics

The state average for Physics was 56% in 2012.

12 students were tested at this school in 2012.

2012

 
 
50%

2011

 
 
39%

2010

 
 
46%

2009

 
 
n/a
U.S. History

The state average for U.S. History was 48% in 2012.

168 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
63%

2010

 
 
59%

2009

 
 
39%
World History

The state average for World History was 18% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students20%
Females21%
Males19%
African American12%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
White (not Hispanic)20%
Economically disadvantagedn/a
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability22%
English learnern/a
Fluent-English proficient and English only19%
Gifted and talented38%
Parent education - not a high school graduaten/a
Parent education - high school graduate21%
Parent education - some college (includes AA degree)19%
Parent education - college graduate18%
Parent education - graduate school/post graduate19%
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
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 Students77%
Females75%
Males80%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
White (not Hispanic)77%
Economically disadvantagedn/a
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only77%
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)64%
Parent education - college graduate85%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Earth Science

All Students38%
Females28%
Males53%
African American30%
Asiann/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
White (not Hispanic)43%
Economically disadvantagedn/a
Non-economically disadvantaged38%
Students with disability20%
Students with no reported disability41%
English learnern/a
Fluent-English proficient and English only38%
Gifted and talented47%
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)36%
Parent education - college graduate37%
Parent education - graduate school/post graduate52%
Parent education - declined to staten/a

English Language Arts

All Students76%
Females77%
Males75%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
White (not Hispanic)78%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disability42%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)77%
Parent education - college graduate79%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students32%
Females26%
Males44%
African Americann/a
Filipinon/a
Hispanic or Latino30%
White (not Hispanic)31%
Economically disadvantagedn/a
Non-economically disadvantaged31%
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only32%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students43%
Females37%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
White (not Hispanic)40%
Economically disadvantagedn/a
Non-economically disadvantaged43%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only43%
Gifted and talented67%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)22%
Parent education - college graduate41%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

Integrated/Coordinated Science 1

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students47%
Females41%
Males58%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino36%
White (not Hispanic)52%
Economically disadvantagedn/a
Non-economically disadvantaged48%
Students with disability35%
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only47%
Gifted and talented60%
Parent education - not a high school graduaten/a
Parent education - high school graduate34%
Parent education - some college (includes AA degree)43%
Parent education - college graduate54%
Parent education - graduate school/post graduate55%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students18%
Females16%
Males22%
African American17%
Hispanic or Latino21%
American Indian or Alaska Nativen/a
White (not Hispanic)18%
Economically disadvantagedn/a
Non-economically disadvantaged20%
Students with disabilityn/a
Students with no reported disability20%
English learnern/a
Fluent-English proficient and English only19%
Gifted and talented21%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)24%
Parent education - college graduate13%
Parent education - graduate school/post graduate14%
Parent education - declined to state27%

Algebra II

All Students42%
Females43%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)50%
Economically disadvantagedn/a
Non-economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability42%
English learnern/a
Fluent-English proficient and English only40%
Gifted and talented47%
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 graduate43%
Parent education - declined to staten/a

Biology/Life Sciences

All Students58%
Females60%
Males53%
African American41%
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
White (not Hispanic)66%
Economically disadvantagedn/a
Non-economically disadvantaged56%
Students with disability64%
Students with no reported disability57%
English learnern/a
Fluent-English proficient and English only58%
Gifted and talented72%
Parent education - not a high school graduaten/a
Parent education - high school graduate39%
Parent education - some college (includes AA degree)54%
Parent education - college graduate60%
Parent education - graduate school/post graduate68%
Parent education - declined to state49%

Chemistry

All Students23%
Females14%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)28%
Economically disadvantagedn/a
Non-economically disadvantaged24%
Students with disabilityn/a
Students with no reported disability24%
English learnern/a
Fluent-English proficient and English only22%
Gifted and talented29%
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 graduate23%
Parent education - graduate school/post graduate32%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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 - declined to staten/a

English Language Arts

All Students65%
Females65%
Males64%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
White (not Hispanic)74%
Economically disadvantaged45%
Non-economically disadvantaged66%
Students with disability40%
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only66%
Gifted and talented77%
Parent education - not a high school graduate45%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)60%
Parent education - college graduate63%
Parent education - graduate school/post graduate84%
Parent education - declined to state51%

Geometry

All Students21%
Females13%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino5%
White (not Hispanic)27%
Economically disadvantagedn/a
Non-economically disadvantaged21%
Students with disabilityn/a
Students with no reported disability21%
English learnern/a
Fluent-English proficient and English only21%
Gifted and talented32%
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 graduate15%
Parent education - graduate school/post graduate30%
Parent education - declined to staten/a

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

All Studentsn/a
Femalesn/a
Malesn/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
Fluent-English proficient and English onlyn/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 Students60%
Females59%
Males60%
African American39%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
White (not Hispanic)70%
Economically disadvantagedn/a
Non-economically disadvantaged61%
Students with disability60%
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only61%
Gifted and talented77%
Parent education - not a high school graduaten/a
Parent education - high school graduate46%
Parent education - some college (includes AA degree)53%
Parent education - college graduate63%
Parent education - graduate school/post graduate77%
Parent education - declined to state52%

World History

All Students42%
Females48%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
White (not Hispanic)53%
Economically disadvantagedn/a
Non-economically disadvantaged41%
Students with disabilityn/a
Students with no reported disability39%
English learnern/a
Fluent-English proficient and English only43%
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)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduate59%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Algebra I

All Students0%
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged0%
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English only0%
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 - declined to staten/a

Algebra II

All Students7%
Females2%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)6%
Economically disadvantagedn/a
Non-economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability8%
English learnern/a
Fluent-English proficient and English only6%
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 graduate7%
Parent education - graduate school/post graduate0%
Parent education - declined to staten/a

Biology/Life Sciences

All Students65%
Females78%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)82%
Economically disadvantagedn/a
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only68%
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 Students8%
Females8%
Males10%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino6%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)9%
Economically disadvantagedn/a
Non-economically disadvantaged8%
Students with disabilityn/a
Students with no reported disability10%
English learnern/a
Fluent-English proficient and English only8%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate0%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate7%
Parent education - graduate school/post graduate11%
Parent education - declined to staten/a

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Students61%
Females62%
Males59%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)63%
Economically disadvantagedn/a
Non-economically disadvantaged62%
Students with disability43%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only61%
Gifted and talented88%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)58%
Parent education - college graduate73%
Parent education - graduate school/post graduate70%
Parent education - declined to state35%

Geometry

All Students5%
Females4%
Males6%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino8%
American Indian or Alaska Nativen/a
White (not Hispanic)4%
Economically disadvantagedn/a
Non-economically disadvantaged5%
Students with disabilityn/a
Students with no reported disability5%
English learnern/a
Fluent-English proficient and English only5%
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students29%
Females27%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
White (not Hispanic)41%
Economically disadvantagedn/a
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only29%
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 Students50%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only55%
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 Students58%
Females55%
Males60%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino51%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)61%
Economically disadvantagedn/a
Non-economically disadvantaged58%
Students with disability40%
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only58%
Gifted and talented76%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)67%
Parent education - college graduate62%
Parent education - graduate school/post graduate74%
Parent education - declined to state22%

World History

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/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
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 83% in 2012.

261 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
92%

2010

 
 
99%

2009

 
 
98%
Math

The state average for Math was 84% in 2012.

265 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
86%

2010

 
 
97%

2009

 
 
93%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students93%
Females94%
Males92%
African American84%
Asiann/a
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
White (not Hispanic)96%
Declined to state93%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Economic Status Unknown89%
Students with disability82%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a

Math

All Students86%
Females85%
Males88%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
White (not Hispanic)91%
Declined to state100%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Economic Status Unknown84%
Students with disability73%
Tested with modificationsn/a
English learnern/a
Language Fluency Unknownn/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 12%N/A24%
Students eligible for free or reduced-price lunch program 210%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 38% 85%
Russian 25% 0%
Farsi (Persian) 13% 0%
Hebrew 13% 0%
Polish 13% 0%
Source: CA Dept. of Education, 2007-2008

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 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
Source: Manually entered by a school official.

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 4N/A11
Average years teaching 8N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 60%N/A96%
Emergency credential or waiver 10%N/A2%
Source: CA Dept. of Education, 2008-2009

Teacher resources

Foreign languages spoken by school staff French
Russian
Spanish
Read more about programs at this school
Source: Manually entered by a school official.

Awards

Academic awards received in the past 3 years
  • Robotics World Champions (2009)
  • Debate Team (2011)
  • New Media (2010)

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
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
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
  • Graphics
  • Technical design and production
  • Video / Film production
Clubs
  • Anime club
  • Arts and crafts
  • 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
Foreign languages spoken by staff
  • French
  • Russian
  • Spanish

Health & athletics

School facilities
  • 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.

School basics

School start time
  • 8:00
School end time
  • 4:00
School Leader's name
  • Joanne D. Saliba
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
  • 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

Foreign languages spoken by staff
  • French
  • Russian
  • Spanish
Extra learning resources offered
  • Career/college counseling
  • Counseling
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 provided for students by the school / district
  • None
School facilities
  • Art room
  • College/career center
  • Internet access
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Science lab
School leaders can update this information here.

Sports

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

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
  • Graphics
  • Technical design and production
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Anime club
  • Arts and crafts
  • Community service
  • Debate
  • 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.

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

 
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What are your chances?

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 2012
2 year college - 30%
4 year college - 67%
Military - 1%
Vocational - 1%
Workforce - 1%
Notice an inaccuracy? Let us know!

6842 Van Nuys Blvd.
Van Nuys, CA 91405
Website: Click here
Phone: (818) 994-7614

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