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GreatSchools Rating

Ivy Academia School

Charter | PK-12 | 1100 students

Ivy Academia is best known for our focus on National Entrepreneurial Standards.
 
 

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 25 ratings
2013:
Based on 9 ratings
2012:
Based on 6 ratings
2011:
Based on 15 ratings

Teacher quality

Principal leadership

Parent involvement

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School Official Point of View

Posted August 18, 2014

Ivy Academia Entrepreneurial Charter School is a FREE, PUBLIC Charter School that serves students in grades TK-12. Ivy Academia is the largest start-up, independent charter school in the San Fernando Valley authorized by LAUSD. We are committed to small class sizes, fully credentialed teachers, individualized instruction and a focus on entrepreneurial education each and every day. We take great pride in the academic excellence and the entrepreneurial program. For the past decade, Ivy Academia provided our families and community with high quality education and innovative opportunities. Facilities are our greatest challenge, and we work tirelessly to address the space we are provided by LAUSD each year and to improve private leases. Currently, Ivy Academia Elementary (Grades TK-6) is co-located on Taft Charter High School in Woodland Hills. We have developed a very positive working relationship with the Taft administrators and Taft Student Council. Ivy Academia Junior/High School (Grades 7-12) is located on Shomrei Torah Synagogue campus in West Hills. We have the most supportive relationship with our landlords. We would love to have our own campus, but we have consistently done the best we can with what is offered and available. Despite these challenges, Ivy Academia continues to provide a high quality education to our students. Our students and families appreciate the small class sizes and the attentiveness of teachers and administrators. Ivy Academia is a family! Due to the dedication and commitment of our teachers, administrators and parents, our students take AP courses in high school and are accepted to impressive universities. In addition, the students graduate with a real-world entrepreneurial knowledge that they will be able to apply. There is always room for improvement, and we work diligently to address the needs of each and every student. We invite you to give your child the opportunity to create, to innovate, to explore, and to learn as Ivy Academia Educates Our Next Generation of Entrepreneurs! Visit www.ivyacademia.com

244 reviews of this school


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Posted December 31, 2011

I taught at Ivy for one year, and from my personal experience, know why the turnover rate is so high. The administration failed to give me any support when it came to curriculum and discipline. I would constantly ask for help when discipling some of my students who were bullying on the yard, only to walk in and see a party going on when detention was supposed to be taking place. 99% of my students were AMAZING and I enjoyed every second with them. The administration, on the other hand, were very condescending. I always felt that I was being talked about behind my back and never knew who I could trust. That is not a healthy work environment to be a part of. I left because Ivy was not meeting MY standards as an educator.
—Submitted by a teacher


Posted October 10, 2011

Our family has been at Ivy Academia 4 years. We have had a wonderful experience. My kids enjoy going to school everyday and they are thriving socially and academically. The entrepreneurial focus is such a plus. Our teachers have been wonderful and are really great about communicating in a timely manner. The school overall seems to be more organized this year. The downside is the high rate of teacher turnover. Teacher quality is high, but they don't seem to stay very long....or, is it that they remove the ones who don't meet Ivy's standards? ONE LOCATION FOR K-8 would be a dream come true. Overall, very very satisfied.
—Submitted by a parent


Posted October 7, 2011

Excellent school!!! better than a Public, Cheaper than a Private!!! Needs more parent involment and more Fundraising!!
—Submitted by a parent


Posted September 11, 2011

this is a great school but needs to work on its apperance and if not that then should ask the kids about teachers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! and in addtion my child is loving the school and its teachers, students,events, principal's leadership
—Submitted by a parent


Posted August 18, 2011

The 4 years we had our children in IVY have nothing but HIGH MARKS. THE TEACHERS lift this school as FIVE STARS. No school is perfect. With budget challenges they focus on the important ones. Our students!
—Submitted by a parent


Posted August 17, 2011

Some parents complain just because that s what they do best! Since children often follow their parents lead my view is that it's best that they leave and take their narcissistic children with them. Ivy will discharge teachers who are not up to Ivy expectations. Ivy is great because they won t cut children slack thus they mature. Because parents find their children special does not mean that Ivy will cut them special considerations, it's not real life! Mommy and daddy won t be able to go negotiate for them at their first job. Ivy encourages children to think and to be creative, thinking outside the box! Memorizing information and spitting it back to pass a test does not educate. My first request was to stimulate my children to think and IVY ran with that request. I don t worry about the grades as much as what my children are getting out of the experience. Oh and they both are great problem solvers! I have but one complaint, IVY NEEDS A HOME! STILL AFTER 7 YEARS OF EFFORT, NO RESULTS.
—Submitted by a parent


Posted July 18, 2011

Ivy has gone from a good school to a mess in the past year. The new administration does not enforce the dress code or conduct in the hallways and there is loud rap music coming from the gym at the De Soto campus every morning while students are arriving. Now we just got word that the 3rd grade is being moved to a new campus in a rough part of Canoga Park. LAUSD is out of the question and we don't have enough money to send our children to a private school, so now I'm praying for an alternative to this place.
—Submitted by a parent


Posted July 17, 2011

By far one of the best schools in the valley, children love going to school every morning, exellent teachers that go above and beyond for their students, small classes, lots of parent envolment, there is nothing negative I could say about this school...."Go Ivy"
—Submitted by a parent


Posted June 13, 2011

we try public school before and we noticed the difference!!..our son loves this school!!..and so do we!
—Submitted by a parent


Posted June 2, 2011

My children have been at Ivy for 2 years and we are very happy with it. In addition to the regular curriculum, the children learn about money, entrepreneurial skills and business, and put it to use every Friday at Ivy Community. For the annual Entrepreneurial Convention, the younger children create inventions and the older children create business plans for businesses they create. The teachers are incredibly enthusiastic and dedicated to the children. My children love this school and so do their friends. The campuses are different than standard public schools because the school has never been offered a campus of its own. I actually like the smaller campus groups (currently K-1, 2-3, 4-8, and 9-12) because they are more intimate. But you have to be willing to go with the flow because campus locations are currently subject to change. The parent that complained about being asked for money must not be aware of the current education funding crisis. Charter schools are a little better off than regular public schools, but they still need parents to help clean classrooms, donate money and supplies, and help out in the classroom; this is the case anywhere except in private schools.
—Submitted by a parent


Posted June 1, 2011

Ivy Academia is a wonderful school. The students are challenged and receive extra activities not offered at other public schools. They have 3-4 fieldtrips a year.Their Lunch is natural and includes many organic ingredients. I am so grateful to my daughter's teacher Ms. Jones!
—Submitted by a parent


Posted April 17, 2011

How anyone can give this school less than 4 stars shocks me. My child has attended Ivy Academia since kindergarden and she LOVES it and has prospered tremendously! She is now in fourth grade in the honors classes and looks forward to going to school. She especially loves "Ivy Community" days (Friday) because that is when she puts to use all of the great things that she has been learning in class...social studies to decide what product to market, science to invent/make it (she opted to make "volcano kits" to sell) math to take and give change in "Ivy Cash", and English to write up her advertisements. This school makes learning purposeful AND teaches kids to be entrepreneurial leaders. Ivy Academia fills my daughter and her friends with passion, ambition, adaptabity, positivity and creativity. Does Ivy expect a lot from the parents and kids?Yup, they do. (If your idea of parent involvement is dropping off your kid and picking them up, a charter school may not be for you.) Parents are required to volunteer a certain # of hours of their time. Does it pay off? Big time! Between the terrific teachers, excelled learning and fun field trips, and of course, "Ivy Community", we are so happy!
—Submitted by a parent


Posted April 8, 2011

I have been very impressed with this school, considering its very large obstacles. My daughter is in 2nd grade, has been there since kindergarten and has received an excellent education complete with innovative curriculum and fabulous teachers. As long as she continues to blossom and be successful, I intend to keep her there. I think the parent involvement is one of the key items that make this school superior to regular public schools. I believe if we persevere will can get proper facilities, and continue to give these kids the great education that they deserve.
—Submitted by a parent


Posted February 6, 2011

(Review Continued) On top of this, the school repeatedly asks for money for any given occasion. I am not against donating money to a school every once in a while for a good cause or to help the class get supplies but I do not want to give 20 dollars a month to throw a party.The administration tries to seem professional and serious when enforcing a uniform code, even too strictly I would say, but they still lack the qualities to make up for their REAL problems. It is understandable that a child would say that they dislike school, or even "hate" it, but when I hear repeatedly from my children and ALL of their friends that the school is awful I cannot help but agree with them. Whether the school pays parents to write great reviews for it, or whether these parents genuinely think the school is so amazing themselves I do not know. My objective here is to warn all other parents NOT enrolled in the school to avoid sending their children to Ivy Academia Charter School. Please think of the future of your children and your own sanity. Thank you.
—Submitted by a parent


Posted February 6, 2011

I can in no way understand how any parent can give this AWFUL school a 5 star rating and a great review. My children have attended Ivy since the first year it was open and I have seen scarcely any improvement since then. I've heard from many people that a school that is so "young" will obviously have some problems until they are settled, but after over 5 years I expect at least a LITTLE organization in the system. My older child (now removed to a different school) obtained no high school preparation from this school's upper classes. On the other hand, my younger child in 2nd grade receives an excess of homework. Not only does the homework seem to increase a little every week, but the projects that the teachers give the lower class students are completely absurd! My 6 year old is assigned a report to write an essay on when he is still learning to write 3 to 4 letter spelling words. I end up doing most of the work in order to meet the deadline and criteria of the project and my child gets no benefits. (Review Continued Below)
—Submitted by a parent


Posted September 7, 2010

We love Ivy!!! I moved my boys (now in 2nd and 4th grade) to Ivy from public LAUSD in Encino. After all the many problems and uncaring attitude from the last school...Ivy is a blessing. The teachers here really care about the kids and how they learn. We love the entrepreneurial aspect of this school, the way they teach the kids, and the many extras that are offered. My kids were beaming after the 1st day of school last week and are still smiling when I pick them up. It's so nice to see them excited about their school instead of wishing they didn't have to go each day. All the hardships from the last school we don't regret because it forced us to find something better for our kids. Blessing in disguise!
—Submitted by a parent


Posted August 2, 2010

I know Ivy has been under some scrutiny lately but from my and my son's experience, Ivy is the best thing I have ever done for him. The teachers genuinely care and are not simply there to collect a paycheck and retire. I have seen my son's confidence improve as well as his enthusiasm for school. He still struggles but the educators are providing him every opportunity to learn. Whats more, the school really does let the children think outside of the box and allows my son's imagination sore with everything from building a business to arts and crafts to science. Personally, I like the homey feel where the teachers all know me and enjoy the opportunity to volunteer and be a part of my child's education.
—Submitted by a parent


Posted June 16, 2010

Lucas was put in ESL at Encino Elementary, he was told he was a slow reader and I was told he had dislyxia and other stuff, but, doctors told me he was normal. So at 5 he just wasn't reading well...hmmm. Pulled him out and we put him at IVY. By December he was reading 120 words a minute. Self initiating reading, has straight A's and is CONFIDENT!!! He comes home happy and is eager to go to school. I have IVY to thank for changing how he sees the world and how he now LOVES TO LEARN!!! Thank you Ivy. We love you!!!
—Submitted by a parent


Posted June 15, 2010

This school is horrible!!! The teachers only teach whats required and the principle is very rude and unprofessional. My daughter learned nothing this year it was a waste. I will be putting her back in a private school! This school isn't everything they say. Please spare your child and don't let there grades go down because they don't care!!!
—Submitted by a parent


Posted June 12, 2010

Ivy is one of the best schools in LA area. I feel very luck that my child attends it. Cannot be thankful enough to all teachers and stuff. They are just wonderful.
—Submitted by a parent


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

About these ratings

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

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

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

This school's
API score

819

Change from
2012 to 2013

-45

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

819

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

-45

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

8 / 10

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

9 / 10

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

The state average for English Language Arts was 56% in 2013.

83 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
88%

2011

 
 
67%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

83 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
89%

2011

 
 
81%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

92 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
62%

2011

 
 
51%

2010

 
 
49%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%

2011

 
 
70%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

100 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
84%

2011

 
 
82%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

100 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
81%

2011

 
 
86%

2010

 
 
85%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

103 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%

2011

 
 
77%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

103 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
76%

2011

 
 
69%

2010

 
 
72%
Science

The state average for Science was 57% in 2013.

103 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
77%

2011

 
 
68%

2010

 
 
72%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

104 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
72%

2011

 
 
74%

2010

 
 
75%
Math

The state average for Math was 55% in 2013.

104 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
72%

2011

 
 
70%

2010

 
 
56%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
76%

2011

 
 
76%

2010

 
 
74%
English Language Arts

The state average for English Language Arts was 60% in 2013.

109 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
78%

2011

 
 
76%

2010

 
 
73%
Math

The state average for Math was 52% in 2013.

109 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
53%

2011

 
 
37%

2010

 
 
39%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

69 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
40%

2011

 
 
17%

2010

 
 
43%
English Language Arts

The state average for English Language Arts was 57% in 2013.

90 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
79%

2011

 
 
75%

2010

 
 
79%
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

21 students were tested at this school in 2013.

2013

 
 
24%

2012

 
 
54%

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

2013

 
 
n/a

2012

 
 
73%

2011

 
 
47%

2010

 
 
78%
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

90 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
69%

2011

 
 
64%

2010

 
 
71%
Science

The state average for Science was 67% in 2013.

90 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
73%

2011

 
 
76%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

46 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
24%

2011

 
 
3%

2010

 
 
7%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Biology/Life Sciences

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

11 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
n/a

2011

 
 
59%

2010

 
 
50%
Earth Science

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

55 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
45%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

65 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
65%

2011

 
 
78%

2010

 
 
67%
General Mathematics (Grades 6 & 7 Standards)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 45% in 2013.

15 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
41%

2011

 
 
12%

2010

 
 
12%
Integrated/Coordinated Science I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Physics

The state average for Physics was 38% in 2013.

2013

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

29 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
15%
Algebra II

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

19 students were tested at this school in 2013.

2013

 
 
5%

2012

 
 
9%

2011

 
 
12%

2010

 
 
19%
Biology/Life Sciences

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

73 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
66%
Chemistry

The state average for Chemistry was 46% in 2013.

2013

 
 
n/a

2012

 
 
41%

2011

 
 
2%

2010

 
 
0%
Earth Science

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

79 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
69%

2011

 
 
53%

2010

 
 
51%
Geometry

The state average for Geometry was 15% in 2013.

28 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
31%

2011

 
 
4%

2010

 
 
8%
High School (Summative) Mathematics (Grade 9-11)

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 54% in 2013.

79 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
63%

2011

 
 
45%

2010

 
 
49%
World History

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

79 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
68%

2011

 
 
38%

2010

 
 
36%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Algebra II

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

22 students were tested at this school in 2013.

2013

 
 
14%

2012

 
 
0%

2011

 
 
n/a

2010

 
 
0%
Biology/Life Sciences

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
14%

2010

 
 
n/a
Chemistry

The state average for Chemistry was 32% in 2013.

44 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
26%

2011

 
 
18%

2010

 
 
7%
Earth Science

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

2013

 
 
n/a

2012

 
 
50%

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

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

61 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
61%

2011

 
 
52%

2010

 
 
42%
Geometry

The state average for Geometry was 8% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
High School (Summative) Mathematics (Grade 9-11)

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

28 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
13%

2011

 
 
25%

2010

 
 
13%
Physics

The state average for Physics was 58% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
U.S. History

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

61 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
57%

2011

 
 
47%

2010

 
 
39%
World History

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students78%
Females83%
Males69%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantaged82%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only81%
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)65%
Parent education - college graduate96%
Parent education - graduate school/post graduate94%
Parent education - declined to state45%

Math

All Students79%
Females79%
Males81%
African Americann/a
Asiann/a
Filipino92%
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged82%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only84%
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 graduate93%
Parent education - graduate school/post graduate82%
Parent education - declined to state64%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students65%
Females69%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged42%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability66%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)47%
Parent education - college graduate74%
Parent education - graduate school/post graduate56%
Parent education - declined to staten/a

Math

All Students75%
Females69%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged67%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)60%
Parent education - college graduate87%
Parent education - graduate school/post graduate72%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students70%
Females80%
Males59%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged75%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability74%
English learner38%
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)67%
Parent education - college graduate63%
Parent education - graduate school/post graduate71%
Parent education - declined to state93%

Math

All Students75%
Females79%
Males71%
African American57%
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged81%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability76%
English learner50%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)68%
Parent education - college graduate71%
Parent education - graduate school/post graduate92%
Parent education - declined to state79%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students70%
Females77%
Males61%
African Americann/a
Asian77%
Filipino100%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged85%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)42%
Parent education - college graduate86%
Parent education - graduate school/post graduate67%
Parent education - declined to state58%

Math

All Students77%
Females77%
Males76%
African Americann/a
Asian92%
Filipino92%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged77%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate81%
Parent education - some college (includes AA degree)58%
Parent education - college graduate92%
Parent education - graduate school/post graduate80%
Parent education - declined to state58%

Science

All Students68%
Females72%
Males63%
African Americann/a
Asian77%
Filipino92%
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged92%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate69%
Parent education - some college (includes AA degree)50%
Parent education - college graduate78%
Parent education - graduate school/post graduate80%
Parent education - declined to state58%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students60%
Females61%
Males59%
African American63%
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged61%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only64%
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)71%
Parent education - college graduate65%
Parent education - graduate school/post graduate84%
Parent education - declined to state32%

Math

All Students56%
Females50%
Males61%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged61%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only56%
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)65%
Parent education - college graduate55%
Parent education - graduate school/post graduate84%
Parent education - declined to state26%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

English Language Arts

All Students58%
Females58%
Males57%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged46%
Not economically disadvantaged61%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)63%
Parent education - college graduate62%
Parent education - graduate school/post graduate63%
Parent education - declined to state36%

Math

All Students48%
Females49%
Males48%
African American27%
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged33%
Not economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)41%
Parent education - college graduate68%
Parent education - graduate school/post graduate53%
Parent education - declined to state18%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students36%
Females30%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)37%
Economically disadvantaged38%
Not economically disadvantaged35%
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only37%
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 graduate48%
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

English Language Arts

All Students57%
Females60%
Males53%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged59%
Not economically disadvantaged58%
Students with disability25%
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate67%
Parent education - some college (includes AA degree)54%
Parent education - college graduate65%
Parent education - graduate school/post graduate67%
Parent education - declined to state39%

General Mathematics (Grades 6 & 7 Standards)

All Students24%
Femalesn/a
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged26%
Students with disabilityn/a
Students with no reported disability25%
English learnern/a
Fluent-English proficient and English only24%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students51%
Females44%
Males58%
African American54%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged59%
Not economically disadvantaged49%
Students with disability17%
Students with no reported disability56%
English learnern/a
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)46%
Parent education - college graduate58%
Parent education - graduate school/post graduate67%
Parent education - declined to state44%

Science

All Students65%
Females58%
Males71%
African American46%
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged65%
Not economically disadvantaged65%
Students with disability33%
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only66%
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)62%
Parent education - college graduate68%
Parent education - graduate school/post graduate67%
Parent education - declined to state61%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

All Students22%
Females29%
Males14%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantaged16%
Students with disabilityn/a
Students with no reported disability26%
English learnern/a
Fluent-English proficient and English only23%
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 graduate36%
Parent education - graduate school/post graduaten/a
Parent education - declined to state13%

Algebra II

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

Biology/Life Sciences

All Students55%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
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

Earth Science

All Students48%
Females42%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino36%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged63%
Not economically disadvantaged42%
Students with disabilityn/a
Students with no reported disability51%
English learnern/a
Fluent-English proficient and English only51%
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)63%
Parent education - college graduate46%
Parent education - graduate school/post graduaten/a
Parent education - declined to state36%

English Language Arts

All Students55%
Females63%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged67%
Not economically disadvantaged51%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
Fluent-English proficient and English only62%
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)63%
Parent education - college graduate53%
Parent education - graduate school/post graduaten/a
Parent education - declined to state55%

General Mathematics (Grades 6 & 7 Standards)

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

Geometry

All Students47%
Femalesn/a
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged36%
Students with disabilityn/a
Students with no reported disability50%
English learnern/a
Fluent-English proficient and English only50%
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

Integrated/Coordinated Science I

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

Physics

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

World History

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

About the tests


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

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

Source: California Department of Education

Algebra I

All Students7%
Females14%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino9%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged5%
Students with disability0%
Students with no reported disability13%
English learnern/a
Fluent-English proficient and English only11%
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 state17%

Algebra II

All Students5%
Females0%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged0%
Students with disabilityn/a
Students with no reported disability6%
English learnern/a
Fluent-English proficient and English only5%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

All Students46%
Females42%
Males51%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged43%
Not economically disadvantaged48%
Students with disability14%
Students with no reported disability54%
English learner18%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)79%
Parent education - college graduate46%
Parent education - graduate school/post graduate64%
Parent education - declined to state20%

Chemistry

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

Earth Science

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

English Language Arts

All Students46%
Females44%
Males48%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged42%
Not economically disadvantaged47%
Students with disability25%
Students with no reported disability51%
English learner7%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)64%
Parent education - college graduate46%
Parent education - graduate school/post graduate75%
Parent education - declined to state28%

Geometry

All Students36%
Females33%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability37%
English learnern/a
Fluent-English proficient and English only38%
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

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

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

Science

All Students46%
Females41%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino39%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged54%
Not economically disadvantaged43%
Students with disability13%
Students with no reported disability54%
English learner14%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate42%
Parent education - some college (includes AA degree)57%
Parent education - college graduate54%
Parent education - graduate school/post graduate67%
Parent education - declined to state22%

World History

All Students21%
Females13%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)13%
Economically disadvantaged35%
Not economically disadvantaged16%
Students with disability13%
Students with no reported disability24%
English learner14%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate8%
Parent education - some college (includes AA degree)36%
Parent education - college graduate31%
Parent education - graduate school/post graduate25%
Parent education - declined to state11%
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Algebra I

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

Algebra II

All Students14%
Females23%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged6%
Students with disabilityn/a
Students with no reported disability15%
English learnern/a
Fluent-English proficient and English only10%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Biology/Life Sciences

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

Chemistry

All Students32%
Females38%
Males26%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)31%
Economically disadvantagedn/a
Not economically disadvantaged25%
Students with disabilityn/a
Students with no reported disability29%
English learnern/a
Fluent-English proficient and English only32%
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 graduate36%
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
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students59%
Females63%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantagedn/a
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
Fluent-English proficient and English only60%
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)58%
Parent education - college graduate60%
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
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

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

All Students11%
Females25%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantaged9%
Students with disabilityn/a
Students with no reported disability12%
English learnern/a
Fluent-English proficient and English only11%
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 graduate8%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Physics

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

U.S. History

All Students50%
Females43%
Males55%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantagedn/a
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only48%
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)42%
Parent education - college graduate60%
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
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

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

75 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
94%

2011

 
 
94%

2010

 
 
92%
Math

The state average for Math was 84% in 2013.

76 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
92%

2011

 
 
88%

2010

 
 
80%
Scale: % proficient or advanced

About the tests


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

Source: California Department of Education

English Language Arts

All Students76%
Females83%
Males69%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to state75%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Economic Status Unknown76%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknown76%
Migrant educationn/a

Math

All Students78%
Females78%
Males78%
Gender Unknownn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino82%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Declined to state70%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Economic Status Unknown78%
Students with disabilityn/a
Tested with modificationsn/a
English learnern/a
Language Fluency Unknown78%
Migrant educationn/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 34%
White 23%
Black 7%
Asian 6%
Two or more races 6%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%N/AN/A
English language learners 10%N/AN/A
Source: CA Dept. of Education, 2013-2014

College readiness and student pathways

Students typically attend these schools prior to attending this school Pre-School
Percentage of students going to 2-year college 25% (2013)
Percentage of students going to 4-year college 60% (2013)
Percentage of students going to the military 5% (2013)
Percentage of students going to vocational programs 10% (2013)
Colleges most students attend after graduation UCLA
CSUN
Pierce College
Read more about resources at this school
Source: Manually entered by a school official.

Teacher resources

Special staff resources available to students Assistant principal(s)
College counselor(s)
ELL/ESL Coordinator
Gifted specialist(s)
Instructional aide(s)/coach(es)
Music teacher(s)
PE instructor(s)
Security personnel
School psychologist
Special education coordinator
Foreign languages spoken by school staff American sign language
German
Russian
Spanish
Farsi
Read more about programs at this school
Source: Provided by a school official.

Awards

Academic awards received in the past 3 years
  • LA Daily News Favorite Charter School Readers' Choice (2014)
  • UCLA Echo Project Award (2013)
  • GATES Millennium Scholarship (2012)
Community service awards received in the past 3 years
  • American Red Cross (2014)
  • West Valley Food Pantry (2013)
  • Children's Hospital (2012)

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Garden/Greenhouse
  • Science lab
Clubs
  • Recycling club

Arts & music

Staff resources available to students
  • Music teacher(s)
School facilities
  • Art room
  • Performance stage
Visual arts
  • Design
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
  • Vocal lessons / coaching
Performing and written arts
  • Drama
Clubs
  • Student newspaper
  • Yearbook

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
Foreign languages spoken by staff
  • American sign language
  • Farsi
  • German
  • Russian
  • Spanish
Clubs
  • Foreign language club: Spanish

Health & athletics

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

Gifted & talented

Instructional and/or curriculum models used
  • Advanced placement courses
  • Gifted / high performing
  • Honors track
Extra learning resources offered
  • Acceleration
Staff resources available to students
  • Gifted specialist(s)
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
  • Senior Internships
  • Visiting teachers or lecturers from colleges
Clubs
  • Debate
  • National Honor Society
School leaders can update this information here.
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 432 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
61%
agree
 
District average
72%
agree
 

Parents

This school

 
61%
 

District average

 
70%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
72%
agree
 
District average
70%
agree
 

Parents

This school

 
72%
 

District average

 
78%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
59%
agree
 
District average
68%
agree
 

Parents

This school

 
59%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents43237%

12012-13 Los Angeles Unified School District School Experience Survey

School basics

Before school or after school care / program onsite
  • After school: ends at 6:00 p.m.
School Leader's name
  • Dr. Caroline Wesley
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Special schedule
  • Extended/longer school day
Is there an application process?
  • Yes
Fax number
  • (818) 914-3674

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Advanced placement courses
  • College prep
  • Core knowledge
  • Direct instruction
  • Entrepreneurial
  • Gifted / high performing
  • Honors track
  • Individually guided instruction
  • Internships
  • Project-based
  • Standards-based
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • 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
  • Business management

Resources

Staff resources available to students
  • Assistant principal(s)
  • College counselor(s)
  • ELL/ESL Coordinator
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Music teacher(s)
  • PE instructor(s)
  • School psychologist
  • Security personnel
  • Special education coordinator
Foreign languages spoken by staff
  • American sign language
  • Farsi
  • German
  • Russian
  • Spanish
Extra learning resources offered
  • APEX-HS Credit Recovery
  • Acceleration
  • Career/college counseling
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Tutoring
College preparation / awareness resources offered
  • College prep programs/courses during the year
  • College presentations or information sessions
  • SAT/ACT prep classes
  • School-sponsored trips to college campuses
  • Senior Internships
  • Visiting teachers or lecturers from colleges
Transportation options
  • None
School facilities
  • Art room
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
  • Science lab
Partnerships with local resources and organizations
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Cheerleading
  • Cross country
  • Flag football
  • Soccer
  • Track
  • Volleyball
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Soccer
  • Softball
  • Track
  • Volleyball

Arts & music

Visual arts
  • Design
  • Drawing / sketching
  • Painting
Music
  • Choir / Chorus
  • Vocal lessons / coaching
Performing arts
  • Drama
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Community service
  • Debate
  • Foreign language club: Spanish
  • National Honor Society
  • Recycling club
  • Student council/government
  • Student newspaper
  • Yearbook
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
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School culture

Dress Code
  • Uniforms
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
  • Donations in lieu of Service
  • Join PTO/PTA
  • Monitor the playground
  • 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 in the classroom
  • Volunteer time after school
More from this school
  • Ivy Academia Entrepreneurial Charter School, one of the state’s top-performing public charter schools, is a unique Transitional Kindergarten to Twelfth grade school community offering a high quality, common core education with an entrepreneurial focus. Our entrepreneurial program teaches financial literacy, global awareness, health literacy and environmental literacy. Students learn teamwork, critical thinking and high academics learning through project-based learning and entrepreneurialism.
School leaders can update this information here.

Apply

 

Submit your application by

March 09, 2015

 
159
days left!
 
Apply now
 

What are your chances?


3 out of 10students were accepted for the 2014-2015 school year.


Students accepted for the 2014-2015 school year
185
Applications received for the 2014-2015 school year
600
Students typically come from these schools
Pre-School

Planning ahead

Students typically attend these schools after graduating
UCLA
CSUN
Pierce College
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
Senior Internships
Students' post-graduation plans in 2013
2 year college - 25%
4 year college - 60%
Military - 5%
Vocational - 10%
Notice an inaccuracy? Let us know!

5461 Winnetka Ave.
Woodland Hills, CA 91367
Website: Click here
Phone: (818) 716-0771

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