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Teacher quality
Principal leadership
Parent involvement
My granddaughter has attended WHA for 6th grade and has had two of the greatest teachers. If I ever needed any information they responded sooner tthan 24 hours. We could always see her progress on line at Jupiter Grades and keep up with everything. The office staff has always been very helpful especially the 6th grade counselor. She is now getting ready for 7th grade and I know she will be just as happy.
I am a sixth grade teacher at WHA, and although I am sure there is an element of truth in every complaint, I would like to offer a fair evaluation of our school and our teachers. We are a teacher led school, which is actually the best thing that can happen for your child. We get to create our own curriculum and tailor it to the students, which also means modifying and differentiating as needed. Most of us are good friends, and there is very little bickering . We are truly happy and feel energized and lucky to teach in a school where it is a pleasure to come to work. I can't speak for all teachers, but my emails are returned within 24 hours- always :) We like kids, have fun with them, let them input into their own learning, and have very high scores when you take out the subgroups. Our GATE kids continually outscore other area middle schools in English and Math. When there is a higher percentage of English language learners, you will always have a lower API score--that is normal. And finally, although we love our wonderful parents and respect their input, you don't really want a school where the parents lead...best to leave it to the credentialed professionals.
—Submitted by a teacher
This is our first year at WHA and we love the teachers and Principal Ed. Go WHA!
—Submitted by a parent
My daughter has been going here for two years and has quite a good experience. At first we were worried as most of her friends from elementary were going other places. However, she quickly made some new friends. The school has a transition 6th grade and the students are really watched out for. She had some fantastic teachers. 7th grade was more challenging. Teachers were more strict and there was a lot of homework. All of her used email and responded within 24 hours and posted homework online which was very helpful when she was absent. It isn't a perfect school but overall I am happy with her education.
—Submitted by a parent
Ad a teacher at WHA, I have to say that Mr. Ed does not do anything that the teachers don't want him to do. He is very collaborative. I am stumped by our loss of API this year, but I know Principal Ed will help us recover to the great school we were a few years ago. He is beloved by the teachers, parents, and kids alike. I like working at WHA.
—Submitted by a teacher
This school has students in grades 6, 7, and 8 only. Mr. Ed the principal is a nice fellow but you will never get your calls returned by him or his staff, and the teachers rule the roost and Mr. Ed. As my last kid finishes WHA this year, I know the school will improve... how can it not? Ask yourself.
—Submitted by a parent
Why would you publish a report like the one claiming to be a parent of a Indigo child.This is truly a sick person who can not accept the fact her child did not meet the academic requirements of the school and the district. She certainly did not launch the fence fund as this was done 4 years ago by the Friends of Woodland Hills Booster group. This school is a gem preparing students for their successful transition to high school and beyond. The school is grades 6-8 not 4-8 as you publish.Too often parents want to blame the teachers for their child's inability to follow directions and do the assigned work. Fortunately, the district has changed the homework policy so that children do not pass through middle school by doing good homeowork.
I am very emotional right now, but I have just faxed the LAUSD superintendant this morning after my daughter was selected NOT to attend the 8th grade picnic. I was asked to pick her up, as she was not worthy to attend with her graduating class! I have told her counselor for two years treat a child like a loser and they will become one! After three years of trying educationally. She FAILED due to being an in a learning environment where the counselor refused to listen to us and removing her from teachers who put down students. My daughter is friends with everyone. She would wake up at 6am to go spread encouragement to her peers. I launched the fence advertising fund and volunteered with the low skilled readers. They are not low skilled readers.They are being screamed at all day and put down.It made me nervous in that environment and I have been working and raising children for 28 years? Indigo kids are smart, but if you put her down she rebels. She simply will not try! The staff told me it was her problem to endure the abuse just like if her boss wasn't a good fit?Great advise for an abused employee or spouse!? Well my daughter academically failed and her precious spirit broken.
—Submitted by a parent
I wish I could rate this school lower. My child is smart but too smart for her own good. The system this school uses does not allow the parents to get involved. I addressed my concerns with the principal who agreed with me but was useless. The teachers here do not post assignments regularly nor do they post necessary files online. if they did the parents could ensure the children were learning what they are graded on. Its up to the students. ya see how well that works. im sure there are a few students who know what they SHOULD be doing. but god help the ones that dont right WHA? that is one of the MAJOR failures of this school. be warned.. dont expect your kid to do good here... they will not learn as much as an online institution that DOES allow the parents to get involved with the assignments and teaching their OWN kids.
—Submitted by a parent
let me add that the teachers were often difficult to get a hold of (not all of them.. some actually responded) but MOST of them could not provide assistance with making sure my child was doing the homework - do to my child losing the assignments they handed. I wish they would make it easier and post ALL the assignments, due dates, and quiz information online.. the principal said this could not be mandated BECAUSE not all students can go online... what a joke of a response.. 2011 and kids cant get internet? lol hayak. you are a joke.
—Submitted by a parent
I have toured the school twice this year and have been impressed both times. The parent involvement seems to be a plus andI like that fact that the principal gives the presentation and constantly asks the question "Is it good for kids?" Uniforms and the block schedule are a plus for me. The location leaves a lot to be desired - on a busy street with traffic noise for the students at lunch time, passing periods and p.e. The library is getting a face lift and much needed attention by the new librarian. Class size is high - which is a major downer - but that seems to be the case LAUSD wide. I would have liked to have seen students presenting at the tour or aiding in the tour process. I'm torn as to which school to send my child next year but have been impressed so far by WHA and the "tour". I only hope - if we do end up there next year - that it's not just a good show - but a good, healthy place for my child to thrive. There seem to be a good number of electives offered, including music. Kids have lockers (unlike the other school high on my list). Not sure if that's a plus or minus? Reading the other reviews, I wonder -"Is the same school I toured?" (Grades 6-8, not 4-8 as listed)
wow - so many thoughts. The teachers are dedicated and professional, committed to giving the students a quality education. The administration is responsive and caring, especially if there are difficulties. However, the students are another story. If your child is a serious academic student, committed to high honors and who can stay focused, this school is a fine place for him or her to be. However, if there is a chance that your child would be susceptible to social infuences, then there are more than enough disrepectful, harrassing ghetto kids at this school that you will want to send them somewhere else. We are pulling our child out of LAUSD for this very reason. Also, please keep your child off facebook and formspring. The brutality that goes on in there with the lowest gutter mouths (especially the girls) is beyond disgusting and shocking. So, a 4 for the teachers and a 4 for the administration. An emphatic "zero" for the type of student that this school seems to have in abundance.
—Submitted by a parent
I really wanted to like this school. I chose WHA since it's our "neighborhood" school instead of transferring to AE Wright as so many of the students from my child's elementary school did. My daughter is in now in 7th grade at WHA and I have to say that I'm just not happy with the quality of education she's receiving and will be transferring her out for 8th grade (if not sooner). It feels like the teachers are just going through the motions....read the chapter, take the test, move on to the next chapter. There's no real teaching going on and my daughter is getting lost. The teachers don't go over missed answers on tests, don't work with the kids individually if they're not doing well on tests. And this is in the Honors classes! I give the school credit for trying, but it just seems like they have more students than they can handle and not enough money to make things work smoothly. Oh, and the fact that she has had personal items stolen out of her backpack doesn't help!
—Submitted by a parent
WHA is a great place for Middle School kids. We have a small student body of diverse backgrounds. The teaching staff is well-trained and cares about their students. We also have a very involved parent group that "gets the job done!"
—Submitted by a teacher
Very good school, love the small class sizes, teachers that care and online grade tracking so you always know how your child is doing-no more waiting for the report card!!!
—Submitted by a parent
Woodland Hills Academy loves all kids and makes them feel welcome~No bully policy~ All the students come from diverse cultural backgrounds and the school really celebrates that. My niece Topanga has met life long friends and she feels safe and loved there. I vote for Woodland Hills Academy for what it has done for my Tpang!
—Submitted by a parent
Not a huge fan of the school...the dean is rude and doesn't have people skills...dances around situations in lieu of taking care of business!
—Submitted by a parent
This school is the best for my child. Everybody there is nice and my child loves that place.
—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.
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 English Language Arts was 59% in 2012.
420 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
420 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 86% in 2012.
22 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
417 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
395 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 49% in 2012.
142 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
457 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
288 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
457 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
457 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 | 51% |
| Females | 58% |
| Males | 44% |
| African American | 40% |
| Asian | 73% |
| Filipino | 53% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 74% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 62% |
| Students with disability | 16% |
| Students with no reported disability | 55% |
| English learner | 6% |
| Fluent-English proficient and English only | 57% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 34% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 43% |
| All Students | 49% |
| Females | 53% |
| Males | 46% |
| African American | 36% |
| Asian | 68% |
| Filipino | 35% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 59% |
| Students with disability | 11% |
| Students with no reported disability | 54% |
| English learner | 13% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 68% |
| Parent education - declined to state | 45% |
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 | 96% |
| Females | n/a |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| 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 | 55% |
| Females | 61% |
| Males | 49% |
| African American | 45% |
| Asian | 88% |
| Filipino | 82% |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 70% |
| Students with disability | 15% |
| Students with no reported disability | 62% |
| English learner | 8% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | 63% |
| All Students | 39% |
| Females | 39% |
| Males | 39% |
| African American | 21% |
| Asian | 83% |
| Filipino | 63% |
| Hispanic or Latino | 28% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 61% |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | 54% |
| Students with disability | 13% |
| Students with no reported disability | 43% |
| English learner | 8% |
| Fluent-English proficient and English only | 43% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 34% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | 52% |
| Parent education - declined to state | 41% |
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 | 59% |
| Females | 61% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | 82% |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 65% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | n/a |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | 64% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 64% |
| Parent education - declined to state | 62% |
| All Students | 60% |
| Females | 64% |
| Males | 56% |
| African American | 59% |
| Asian | 71% |
| Filipino | 80% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 74% |
| Students with disability | 18% |
| Students with no reported disability | 65% |
| English learner | 14% |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 76% |
| Parent education - declined to state | 59% |
| All Students | 46% |
| Females | 45% |
| Males | 48% |
| African American | 61% |
| Asian | n/a |
| Filipino | 50% |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 54% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 57% |
| Students with disability | 22% |
| Students with no reported disability | 51% |
| English learner | 20% |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | 88% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 51% |
| Parent education - college graduate | 49% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 49% |
| All Students | 92% |
| Females | n/a |
| Males | 86% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with no reported disability | 92% |
| Fluent-English proficient and English only | 92% |
| Gifted and talented | 92% |
| 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 | 58% |
| Females | 55% |
| Males | 61% |
| African American | 51% |
| Asian | 76% |
| Filipino | 64% |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 72% |
| Students with disability | 25% |
| Students with no reported disability | 62% |
| English learner | 12% |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 28% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | 57% |
| All Students | 74% |
| Females | 72% |
| Males | 74% |
| African American | 77% |
| Asian | 82% |
| Filipino | 84% |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 83% |
| Students with disability | 33% |
| Students with no reported disability | 78% |
| English learner | 31% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 51% |
| Parent education - high school graduate | 66% |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | 75% |
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
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 49% | 49% | ||
| White | 28% | 28% | ||
| African American | 11% | 7% | ||
| Asian | 6% | 8% | ||
| 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 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 49% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 81% | 85% | ||
| Farsi (Persian) | 6% | 0% | ||
| Armenian | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Vietnamese | 2% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Hebrew | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Polish | 1% | 0% | ||
| Punjabi | 1% | 1% | ||
| Russian | 1% | 0% | ||
| Thai | 1% | 0% | ||
| Urdu | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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| Students typically come from these schools | Woodland Hills El. Serrania El Wilbur El. |
| Students typically attend these schools after graduating | Taft High El Camino High |
20800 Burbank Blvd.
Woodland Hills,
CA 91367
Website: Click here
Phone: (818) 226-2900
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