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GreatSchools Rating

New West Charter School

Charter | 6-9 | 340 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 5 ratings
2012:
Based on 10 ratings
2011:
Based on 5 ratings
2010:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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75 reviews of this school


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Posted August 16, 2006

New West offers a great alternative to LAUSD's over crowded schools. The one-on-one attention provided by it's core teachers, make New West's learning a unique & enriching environment. We value the teacher to student ratio which is that of a private school; additionally, it's social & cultural diversity enriches the learning experience. Our son is learning & is very happy there. Thank you New West teachers & Dr. Weir!
—Submitted by a parent


Posted June 8, 2006

Good teachers. Family atmosphere.
—Submitted by a parent


Posted January 18, 2006

New West is a great school. My 12 year old daughter goes there and enjoys it very much. She has been going there since october of 2004. She transferred from paul revere, their homework was just overwelming and her teachers were racists. Overall new west is a wonderful place to send your children.
—Submitted by a parent


Posted December 9, 2005

Extracurricular activities were very limited but the social aspect for the students was rewarding for my daughter. There are limited teachers so it is important to make sure your child's learning level is being matched by the resources available. The parents are involved in many aspects of the school.
—Submitted by a parent


Posted December 5, 2005

I am very happy with the school, the teachers and principal are great. The only problem is that they don't have much of a playground. But the small size makes up for that and it feels like a private school.
—Submitted by a parent


Posted September 11, 2005

My child attended the first year. I can sum up this school in one word: disorganized. We were worried from day to day if the school would even last out the year.
—Submitted by a parent


Posted September 8, 2005

As a 'founder', i have been with the school for over 3 years. My child has attended new west since the 6th grade and is currently in the 8th grade. She is a member of the class of 2006 who will hold the distinction of being the first class to culminate having attended the first 3 years of it's existence! while our road has been rocky, the students have been the beneficiaries of a richly diverse student body, good academic programs, and awesome art, music, and lauguage activities. Family commitment, participation and involvement is expected and encouraged! if i could turn back the hands of time and begin again, i would still choose new west.
—Submitted by a parent


Posted August 20, 2005

I have been with this school from the beginning. New West is a great school with dedicated teachers,staff,parents and students. The first year was rocky, but not as rocky as some have mentioned. The second year was great! The director issues, staff changes and all the rest was well within what is expected of a new charter school. Bottom line, our kids did better than most others at area schools. My child benefited greatly from what New West offers and graduated with honors. I have an incomming sixth grader starting in September and would never go anywhere else! Rock On New West!
—Submitted by a parent


Posted August 5, 2005

After a heavy first year struggle the school has settled in and his intense involvement from about 10% of parents to help the very outsanding principal.The music and arts programs have improved greatly. The campus is small and has no grass or field so PE suffers.Principal has increased the quality of teachers and academics in a short period
—Submitted by a parent


Posted June 8, 2005

My son only attended 8th grade here, but it was a benefical year for him, I felt this school would be better suited for his needs, small population which resulted in smaller class size, and greatteacher to student ratio. The academic curriculum is sound, the sports are pretty average for the middle school level. The arts are great my son came playing the trumpet and learned so much since his enrollment, he also draws very well but they now have a new art teacher who is farily new. The administration has a higher than average turn over so that was what was questionable here. Overall I wish he would have attended all 3yrs, but definitely time well spent. Parent involvement is awesome and paramount.
—Submitted by a parent


Posted April 20, 2005

The curriculum for this school is good and they offer a decent amount of subjects for their students. However there has been a problem with securing a steady principal for reasons I am not quite sure of. I like the teachers at least the ones my son has they seem enthusiastic and eager to educate. Overall I am pleased w/the school . and as you can see the API growth is commendable and going in the right direction.
—Submitted by a parent


Posted April 6, 2005

We had a rough first year indeed. But that was to be expected. Contrary to what a few self-motivated parents have claimed, the Founders of the School and the Goverannce Board made the tough decisions to replace an incompetent and ineffective principal and some problem teachers and parents. Most of the problem parents and teachers are gone now and the differrence is like night and day. Thanks to our dedicated and diligent Board and Founders, we now have a superior principal who understands the schools goals and knows how to implement them. She is supported by an equally great faculty and staff hired by the Board who worked all summer long without pay to find the best teachers available. The school is moving in the right direction. The faculty, staff, parents and most importantly, the students are happy and achieving thanks to the Founders who stuck it out through tough times.
—Submitted by a parent


Posted August 23, 2004

Great Kids, great parents. The school has the potential to be one of the best. Very rocky first year. We lost our principal and all but 1 teacher. The Governance Council has much to learn.
—Submitted by a parent


Posted August 17, 2004

This school has great potential as long as everyone works together to implenment the mission of its visionary founders. This first year was very difficult because a small number of parents tried to take over and some of the teachers didn't really understand what the school was all about. The teacher turnover was high but not unusual for a first year charter. The actual number of teachers who lesft were 9 out of 12. Some of the unruly, pushy parents have left too which will make things better. A new principal who truly understands this school was hired and promeises to set the coarse straight. New, experienced teachers have also been hired with two weeks of professional development set before school begins. Most parents and stundets were quite happy with the first year despite its shortcomings. The second year will be much better and very promissing.
—Submitted by a parent


Posted August 2, 2004

The first year started with loads of excitement and parent involvement--some excellent teachers as well. By the end of the year most of the teachers had left along with principal--too much meddling fom the founders on the governing council drove them away. The biggest problem of the first year was the different levels of ability in the school (from 3 years below grade level to 3 years above. Instead of being able to address that in the second year, the summer has been spent looking for 12 out of 15 teachers + a new principal.
—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

942

Change from
2011 to 2012

+12

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

10 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

942

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

+12

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)

10 / 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)

10 / 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.
English Language Arts

The state average for English Language Arts was 59% in 2012.

110 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
90%

2010

 
 
92%

2009

 
 
83%
Math

The state average for Math was 55% in 2012.

111 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
94%

2010

 
 
89%

2009

 
 
70%
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 86% in 2012.

31 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
81%

2010

 
 
90%

2009

 
 
85%
English Language Arts

The state average for English Language Arts was 62% in 2012.

114 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
88%

2010

 
 
82%

2009

 
 
89%
Math

The state average for Math was 52% in 2012.

83 students were tested at this school in 2012.

2012

 
 
80%

2011

 
 
75%

2010

 
 
54%

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 49% in 2012.

81 students were tested at this school in 2012.

2012

 
 
69%

2011

 
 
52%

2010

 
 
37%

2009

 
 
49%
English Language Arts

The state average for English Language Arts was 59% in 2012.

103 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
81%

2010

 
 
84%

2009

 
 
70%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 87% in 2012.

25 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
92%

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.

106 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
84%

2010

 
 
82%

2009

 
 
71%
Science

The state average for Science was 66% in 2012.

106 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
84%

2010

 
 
83%

2009

 
 
78%
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 25% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Earth Science

The state average for Earth Science was 39% 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 57% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

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

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
Geometry

The state average for Geometry was 48% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a

2009

 
 
n/a
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.

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

English Language Arts

All Students86%
Females94%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino88%
American Indian or Alaska Nativen/a
White (not Hispanic)86%
Economically disadvantaged92%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate75%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students83%
Females85%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
White (not Hispanic)88%
Economically disadvantaged92%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate83%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate74%
Parent education - graduate school/post graduate88%
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 Students87%
Females92%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with no reported disability87%
Fluent-English proficient and English only87%
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 graduate91%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

English Language Arts

All Students89%
Females93%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino79%
White (not Hispanic)91%
Economically disadvantaged82%
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate91%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students80%
Females84%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
White (not Hispanic)80%
Economically disadvantaged77%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate85%
Parent education - some college (includes AA degree)n/a
Parent education - college graduate82%
Parent education - graduate school/post graduate81%
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 Students69%
Females67%
Males72%
African American56%
Asiann/a
Filipinon/a
Hispanic or Latino55%
White (not Hispanic)87%
Economically disadvantaged79%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate54%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a

English Language Arts

All Students96%
Females98%
Males93%
African American80%
Asiann/a
Filipinon/a
Hispanic or Latino96%
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
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)100%
Parent education - college graduate93%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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

Geometry

All Students96%
Females94%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)93%
Economically disadvantagedn/a
Non-economically disadvantaged95%
Students with no reported disability96%
Fluent-English proficient and English only96%
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 graduate94%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students90%
Females94%
Males86%
African American82%
Asiann/a
Filipinon/a
Hispanic or Latino85%
White (not Hispanic)96%
Economically disadvantaged88%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only91%
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)85%
Parent education - college graduate90%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Science

All Students92%
Females92%
Males93%
African American94%
Asiann/a
Filipinon/a
Hispanic or Latino81%
White (not Hispanic)98%
Economically disadvantaged94%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)92%
Parent education - college graduate90%
Parent education - graduate school/post graduate94%
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/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 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

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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/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 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

Earth Science

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/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 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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/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 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

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Filipinon/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

Geometry

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
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

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 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 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
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

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 48% 28%
Hispanic or Latino 23% 49%
African American 18% 7%
Asian 5% 8%
Multiple or No Response 4% 3%
Filipino 1% 3%
American Indian or Alaska Native 0% 1%
Pacific Islander 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 13%N/A24%
Students eligible for free or reduced-price lunch program 211%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Average class size

  This school District averageState average
Average class size 25N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 3N/A11
Average years teaching 5N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 80%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

11625 West Pico Boulevard
West Los Angeles, CA 90064
Website: Click here
Phone: (310) 943-5444

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