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El Camino Real Charter High School is a GREAT HS! My daughter attended school there for 4 years and graduated last year. Last year ECR became a independent charter school so now the school is even greater! The teachers are wonderful and the administration is very friendly. My younger daughter will attend ECR in 2014. There is no other public school in the valley that is better than ECR! In addition, El Camino Real Charter is one of the most successful teams in the history of Academic Decathlon, and arguably the single most successful team of the last decade. ECR has a record 6 National Championships, the most of any high school in the Nation.There AP courses consist of: Biology, Calculus AB, Calculus BC, Chemistry, Computer Science A, AB, English Language, English Literature, Environmental Science, European History, French Language, Human Geography, Macroeconomics, Mechanics, Microeconomics, Music Theory, Physics, Psychology, Spanish Language, Studio Art, U.S. Government & Politics, U.S. History, World History - (ECR offers over 10 Honors courses). Hope this helps!
—Submitted by a parent
Can someone with current experience at El Camino please post a review. We are considering it as a choice but would love to see some reviews from 2012. Thanks!
—Submitted by a parent
A school where your child can get a great education. The teachers, staff and parents really work together as a team for the better of the children.
—Submitted by a parent
I had some amazing teachers there: Roberson, Firestein, Zwick, Aguilera, just to name a few. These teachers deserve more money.
—Submitted by a parent
It is a California Distinguished School and we have won numerious Academic Decathalons. We take pride in our school.
—Submitted by a student
Academically, it is very strong.And they have won the aca-deca competition for the last 2 years.
—Submitted by a parent
My daughter is just finishing the 11th grade at El Camino. This year has been much better with regarding the teachers she has. The teachers she had last year with the exception of two just did not teach. They would give her loads of homework every night including weekends and holidays. She would have to study for tests on the same nights that they would give her additional homework. They would write the assigments on the board in the class and give no other direction. My daughter and the other students in these classes were basically teaching themselves. I agree that the school is STILL overcrowded. I don't understand why we are still busing students in. El Camino is not a magnet school so I see no reason. Teacher are going to be loosing jobs and funds are going to be cut again. . . Stop busing in students!!!
—Submitted by a parent
I completely agree with what the parents are saying. Your kid will get lost. Good luck on advise for college, even with a child at 4.2. They will show your child no direction. Nice people in general. Not motivated or interest in your child's future.
—Submitted by a parent
I am a student in El Camino Real High School. This school can be the best and the worst all depends on your perspective. We have the best, yes, with AP passing rates of high 80s to 100, strong academic teams such as Academic Decathlon and Science Bowl, but you will not get this benefit if you don't have the right teacher. El Camino is also the worst, with bad teachers who does not teach and do not care. One advice i have for all new commers is that you better find a senior in that school and take classes according to him or her, because you don't want to go to some classes there.
—Submitted by a student
I am the parent of one student beginning his senior year and another who i pulled out of the school after one year. The school is great if your child is motivated. The school's downfall is not the fault of the teachers or administrators, because there are some excellent ones here. There are also good opportunities for self-motivated and/or high achievers. However, if your child needs encouragement, any amount of individual attention and/or some creativity...forget about it. The school is just too overcrowded and the class size too large. I know, I have both kinds of students and one thrives there while the other didn't find her footing until we found a more appropriate school for her learning style.
—Submitted by a parent
My daughgter just completed 9th grade at El Camino Real. I am truly disappointed in the unmotivated teachers, the extremely rude staff and the fact that it is overcrowded. Luckily she is an A student so we did not have to deal with the teachers or staff too often, but when we did it was an awful experience! She will not attend next year. I am willing to drive the distance for a better school with 1/4 of the size enrollment. Over 4,000 kids it outragious!
—Submitted by a parent
I don't think I really appreciated the education I received here until I left. I graduated in 2003 after spending all 4 years at El Camino and, although it did not really prepare me at all for the real world, most of my classes did prepare me in some way for college. I took all Honors & AP courses & had some of the most amazing instructors I have ever had the pleasure of being in class with...really, they could have been teaching at the university level they were that great. I would like to see more control over the students as fights broke out (often between minority groups). I think they have stopped busing kids in though which should reduce 75% of the problems with that school.There should be more room for electives & classes geared toward student interests like interior design or architecture. However, they do have film making
—Submitted by a student
The school's amazing. As is the school's newspaper. Very sophisticated!
—Submitted by a parent
el camino is a great school for high achievers. It offers more ap classes than all the fancy, richer schools nearby. Being part of la unified it must accept all students. Therefore, its api will suffer with kids who do not want to achieve or succeed in life. unfortunately, this hurts such a good school and its reputation gets tarnished. there are many great classes, teachers and programs. the school needs to have the ability to maintain the high quality that it always had and to not succumb to the pressure of dumbing down for kids that do not want to better themselves. el camino needs to maintain its reputation as being one of the only shining lights in lausd's domain.
—Submitted by a parent
This school is great; it has clearly shown this through all the students' hard work.
—Submitted by a parent
I am a 9th grade student at El Camino Real High School. This school is just repulsive in almost every way imaginable. The music program is of a low quality. Teachers are for the most part, uninspired and inefficient. Faculty is rude and disrespectful to visitors and students. It is truly an awful school.
—Submitted by a student
I had always heard great things about El Camino. However, I have been very disappointed. A student can get lost and forgotten at this High School. The teachers are not hands on and due to overcrowding are not involved with the students. The counslers are unavailable and rude as is the rest of the staff. I am have decided my son will not go to this High School next year as it has been a huge disappointment
—Submitted by a parent
I cant say I have been overly impressed with the level of learning I have seen from my 10th grader attending ELC. I believe there are too many distractions and a smaller school would be more appropriate for many learners. Less likely to have the diversions. The benefit to ELC is there are many options for the children. There are just too many kids in this school.
—Submitted by a parent
Great high school. All students work hard. All serious students, no goof offs.
—Submitted by a former student
I think this school is amazing! Though I wish for more extracurriculsr activities!
—Submitted by a student
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for Algebra I was 25% in 2012.
312 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 69% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 60% in 2012.
304 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 39% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 57% in 2012.
897 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 18% in 2012.
311 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 48% in 2012.
184 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Integrated/Coordinated Science 1 was 22% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 50% in 2012.
193 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 13% in 2012.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 42% in 2012.
230 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 43% in 2012.
633 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 51% in 2012.
167 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 35% in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 50% in 2012.
859 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 17% in 2012.
210 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 75% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 53% in 2012.
857 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 46% in 2012.
658 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 10% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Algebra II was 15% in 2012.
284 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Biology/Life Sciences was 53% in 2012.
53 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Chemistry was 34% in 2012.
609 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Earth Science was 38% in 2012.
19 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 48% in 2012.
810 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 9% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for High School (Summative) Mathematics (Grade 9-11) was 49% in 2012.
239 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Physics was 56% in 2012.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for U.S. History was 48% in 2012.
802 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for World History was 18% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 58% |
| Females | 59% |
| Males | 56% |
| African American | 59% |
| Asian | 77% |
| Filipino | 75% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 59% |
| Students with disability | 39% |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 58% |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 51% |
| All Students | 86% |
| Females | 81% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
| All Students | 84% |
| Females | 85% |
| Males | 84% |
| African American | n/a |
| Asian | 95% |
| Filipino | 87% |
| Hispanic or Latino | 66% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 84% |
| Students with disability | 33% |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 72% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 79% |
| Males | 65% |
| African American | 60% |
| Asian | 94% |
| Filipino | 85% |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | 63% |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 73% |
| Students with disability | 22% |
| Students with no reported disability | 78% |
| English learner | 17% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | 54% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 70% |
| All Students | 41% |
| Females | 42% |
| Males | 40% |
| African American | 36% |
| Filipino | 58% |
| Hispanic or Latino | 37% |
| White (not Hispanic) | 43% |
| Economically disadvantaged | 32% |
| Non-economically disadvantaged | 42% |
| Students with disability | 16% |
| Students with no reported disability | 48% |
| English learner | 12% |
| Fluent-English proficient and English only | 43% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 13% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | 42% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 39% |
| All Students | 90% |
| Females | 88% |
| Males | 92% |
| African American | n/a |
| Asian | 96% |
| Filipino | 91% |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 85% |
| All Students | 0% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 0% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 0% |
| Students with disability | 0% |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | 0% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 0% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 61% |
| Females | 53% |
| Males | 71% |
| African American | 65% |
| Asian | 87% |
| Filipino | 64% |
| Hispanic or Latino | 49% |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 61% |
| Students with disability | 14% |
| Students with no reported disability | 64% |
| English learner | n/a |
| Fluent-English proficient and English only | 61% |
| Gifted and talented | 83% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 46% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 15% |
| Females | 20% |
| Males | 11% |
| African American | 10% |
| Hispanic or Latino | 14% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 18% |
| Economically disadvantaged | 9% |
| Non-economically disadvantaged | 17% |
| Students with disability | 5% |
| Students with no reported disability | 19% |
| English learner | 0% |
| Fluent-English proficient and English only | 17% |
| Gifted and talented | 33% |
| Parent education - not a high school graduate | 6% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 13% |
| Parent education - college graduate | 11% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 26% |
| All Students | 62% |
| Females | 63% |
| Males | 62% |
| African American | n/a |
| Asian | 81% |
| Filipino | 53% |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 63% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | n/a |
| Fluent-English proficient and English only | 62% |
| Gifted and talented | 66% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 57% |
| All Students | 76% |
| Females | 75% |
| Males | 77% |
| African American | 59% |
| Asian | 80% |
| Filipino | 87% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | 75% |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 77% |
| Students with disability | 27% |
| Students with no reported disability | 81% |
| English learner | 26% |
| Fluent-English proficient and English only | 78% |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 78% |
| All Students | 51% |
| Females | 46% |
| Males | 56% |
| African American | n/a |
| Asian | 63% |
| Filipino | 43% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 52% |
| Students with disability | 7% |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Gifted and talented | 63% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 48% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 55% |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 71% |
| Females | 75% |
| Males | 66% |
| African American | 50% |
| Asian | 90% |
| Filipino | 80% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | 78% |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 49% |
| Non-economically disadvantaged | 72% |
| Students with disability | 18% |
| Students with no reported disability | 76% |
| English learner | 5% |
| Fluent-English proficient and English only | 72% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 74% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 70% |
| All Students | 48% |
| Females | 41% |
| Males | 54% |
| African American | 27% |
| Asian | 43% |
| Filipino | 56% |
| Hispanic or Latino | 45% |
| White (not Hispanic) | 52% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 49% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 41% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 51% |
| All Students | 90% |
| Females | 85% |
| Males | 92% |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with no reported disability | 89% |
| Fluent-English proficient and English only | 89% |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 76% |
| All Students | 76% |
| Females | 76% |
| Males | 76% |
| African American | 56% |
| Asian | 87% |
| Filipino | 86% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | 72% |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 78% |
| Students with disability | 30% |
| Students with no reported disability | 81% |
| English learner | 5% |
| Fluent-English proficient and English only | 78% |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 59% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 76% |
| All Students | 54% |
| Females | 48% |
| Males | 59% |
| African American | 38% |
| Asian | 66% |
| Filipino | 56% |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | 50% |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 54% |
| Students with disability | 20% |
| Students with no reported disability | 57% |
| English learner | 5% |
| Fluent-English proficient and English only | 55% |
| Gifted and talented | 74% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 53% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 56% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 18% |
| Females | n/a |
| Males | 21% |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 13% |
| Parent education - declined to state | n/a |
| All Students | 33% |
| Females | 32% |
| Males | 32% |
| African American | 29% |
| Asian | 42% |
| Filipino | 38% |
| Hispanic or Latino | 31% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 32% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 31% |
| Students with disability | n/a |
| Students with no reported disability | 32% |
| English learner | n/a |
| Fluent-English proficient and English only | 33% |
| Gifted and talented | 45% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 22% |
| Parent education - college graduate | 31% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 38% |
| All Students | 68% |
| Females | 74% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 61% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
| All Students | 35% |
| Females | 31% |
| Males | 38% |
| African American | 17% |
| Asian | 53% |
| Filipino | 50% |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 37% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | 35% |
| Students with disability | 28% |
| Students with no reported disability | 35% |
| English learner | 8% |
| Fluent-English proficient and English only | 35% |
| Gifted and talented | 61% |
| Parent education - not a high school graduate | 22% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 28% |
| Parent education - college graduate | 41% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 79% |
| Females | 69% |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| Gifted and talented | 87% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 69% |
| Males | 65% |
| African American | 60% |
| Asian | 74% |
| Filipino | 76% |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 68% |
| Students with disability | 24% |
| Students with no reported disability | 70% |
| English learner | 12% |
| Fluent-English proficient and English only | 68% |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 20% |
| Females | 26% |
| Males | 14% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 23% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 21% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 19% |
| Students with disability | n/a |
| Students with no reported disability | 20% |
| English learner | n/a |
| Fluent-English proficient and English only | 20% |
| Gifted and talented | 39% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 7% |
| Parent education - college graduate | 18% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 24% |
| All Students | 71% |
| Females | 64% |
| Males | 77% |
| African American | n/a |
| Asian | 76% |
| Filipino | 79% |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Gifted and talented | 79% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 68% |
| All Students | 84% |
| Females | 81% |
| Males | 86% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 84% |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
| All Students | 65% |
| Females | 61% |
| Males | 69% |
| African American | 56% |
| Asian | 77% |
| Filipino | 72% |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 66% |
| Students with disability | 37% |
| Students with no reported disability | 67% |
| English learner | 12% |
| Fluent-English proficient and English only | 66% |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 41% |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 60% |
| Parent education - college graduate | 69% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 63% |
| All Students | 17% |
| Females | n/a |
| Males | 0% |
| African American | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 18% |
| Students with no reported disability | 13% |
| English learner | n/a |
| Fluent-English proficient and English only | 19% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 83% in 2012.
839 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 84% in 2012.
843 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 97% |
| Males | 93% |
| African American | 92% |
| Asian | 95% |
| Filipino | 98% |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | 100% |
| White (not Hispanic) | 97% |
| Declined to state | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 94% |
| Economic Status Unknown | 98% |
| Students with disability | 65% |
| Tested with modifications | n/a |
| English learner | 40% |
| Language Fluency Unknown | n/a |
| All Students | 94% |
| Females | 93% |
| Males | 94% |
| African American | 84% |
| Asian | 96% |
| Filipino | 96% |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | 94% |
| White (not Hispanic) | 96% |
| Declined to state | n/a |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 93% |
| Economic Status Unknown | 95% |
| Students with disability | 58% |
| Tested with modifications | n/a |
| English learner | 60% |
| Language Fluency Unknown | n/a |
In 2011-2012 California used the California High School Exit Exam (CAHSEE) to test high school students' skills in English language arts and mathematics. The results for grade 10 students taking the test for the first time are displayed on GreatSchools profiles. The CAHSEE is a standards-based test, which means it measures how well students are mastering specific skills defined by the state of California. Students must pass all parts of the CAHSEE in order to graduate from high school. If they do not pass it the first time, students have multiple opportunities to retake the test. The goal is for all students to pass both sections of the test.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
American Indian or Alaska Native
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 52% | 28% | ||
| Hispanic or Latino | 25% | 49% | ||
| Asian | 10% | 8% | ||
| African American | 7% | 7% | ||
| Filipino | 4% | 3% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 1% | 3% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 4% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 22% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 59% | 85% | ||
| Farsi (Persian) | 12% | 0% | ||
| Hebrew | 11% | 0% | ||
| Korean | 5% | 1% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Armenian | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| German | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Ilocano | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Kurdish (Kurdi, Kurmanji) | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Pashto | 1% | 0% | ||
| Russian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| Students typically attend these schools prior to attending this school |
Hale Charter Middle School |
| Percentage of students going to 2-year college | 52% (2012) |
| Percentage of students going to 4-year college | 40% (2012) |
| Colleges most students attend after graduation |
Unversity of California California State |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 32 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 1% | N/A | 2% |
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Tips for understanding school culture
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| Students typically attend these schools after graduating | Unversity of California California State |
| College preparation / awareness offered | College prep programs/courses during the year College presentations or information sessions Community college courses SAT/ACT prep classes School-sponsored trips to college campuses Visiting teachers or lecturers from colleges |
| Students' post-graduation plans in 2012 | 2 year college - 52% 4 year college - 40% |
5440 Valley Cir. Blvd.
Woodland Hills,
CA 91367
Website: Click here
Phone: (818) 595-7500
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